Reading Interactively in Language Classrooms: Evidence from L1 and L2 Interactions

 

Abstract

This symposium will explore ways in which learners in multilevel L1 and L2 classes could read and interact with the text and others with the support from their teacher and peers. Interactive reading activities and approaches such as Literature Circles and Reciprocal Teaching will be adopted to help Chinese L1 and EFL readers at primary, secondary, and tertiary levels learn to read in their first and second languages. The presentation will open with a paper presented by an L1 literacy teacher to raise some critical issues observed and analyzed by the teacher-researcher while practicing Literature Circles in the elementary school classroom in Taiwan. The purpose of the first paper is to explore how Chinese L1 readers struggled with learning from critical discussions via textbooks used in Chinese Language Arts classes. The second paper is an L1 study on how reading different texts on Columbus can motivate fourth-grade Chinese learners to read and think critically. The presenter, a teacher trainer, will document how the story of Columbus based on an article from Chinese Language Arts textbook generates discussions among students. It will also show that fourth graders can be critical thinkers who make connection among texts, from text to personal experiences, and from text to the society they live.

The next three presenters, all EFL teachers, will document the effects of employing meaning-making discussions of text to self, text to text, and text to the world in their English classes in Taiwan. The third presenter, an elementary school EFL teacher, will show how emergent learners with limited English proficiency read and discuss picture storybooks actively. The fourth presenter, a junior high school teacher, will show how students, with the application of Reciprocal Reading, interacted with the teacher and peers, what comments they made and how they learned grammar through the lines in the picture book. And finally, at the tertiary level, the fifth presenter will focus on the effects of interactive discussions on university EFL learners’ in-depth reading and thinking over stories on Columbus. Students’ development of critical reading will be documented through their questions generated in class and via their post-reading reflection.

All presenters in the symposium will support their study results with quantitative and qualitative data to show the effects of different approaches to critical reading. Through this symposium, the presenters hope to weave a holistic picture of reading instruction, both in L1 and L2, through critical and interactive discussions.

 

The Program

Session Chair: Chiou-lan Chern, National Taiwan Normal University, Taipei, Taiwan

 

The Struggles of Chinese L1 Readers in Literature Circles

Speaker: Chen-Cheng Chun, National Kaohsiung Normal University, Taiwan

 

Supporting Children’s Inquiry via Literature Set

Speaker: Wen-Yun Lin, National Taipei University of Education, Taiwan

 

Using Questions in a Primary EFL Reading Class

 Speaker: Tsuey-Shya Chen, Guang-ming Elementary School, Jubei City, Hsinchu County, Taiwan 

 

Developing Reading Skills with a Picture Book in Junior High School

Speaker: Hsiu-ming Hsu,Chin-his Junior High School, Taoyuan City, Taoyuan County, Taiwan

 

Reading Critically: University Students’ Reactions After Reading About Columbus

Speaker: Chiou-lan Chern, National Taiwan Normal University, Taipei, Taiwan