'Well I Don't Feel That': Schemas, Worlds and Authentic Reading in the Classroom

Autor/inn/en	Giovanelli, Marcello; Mason, Jessica
Titel	'Well I Don't Feel That': Schemas, Worlds and Authentic Reading in the Classroom
Quelle	In: English in Education, 49 (2015) 1, S.41-55 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1111/eie.12052
Schlagwörter	Reader Text Relationship; Learner Engagement; Foreign Countries; Literary Genres; Classroom Techniques; Reading Teachers; Experienced Teachers; Middle School Students; Teacher Role; Schemata (Cognition); Reading Processes; Reflection; Attention; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Literarische Form; Klassenführung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerrolle; Cognition; Schema; Kognition; Aufmerksamkeit
Abstract	This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students' ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with the novel Holes (Sachar 2000), and the short story 'The man who shouted Teresa' (Calvino 1996) respectively, and argue for the benefits of using cognitive linguistics as a tool for teachers and researchers to 'think with' when considering reading in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01