Presented By Jean Glasberg, Nicholas Tims and Philip Prowse

Session Details

In this interactive session the editors of CUP's three extensive reading (ER) series
focus on the impact of age difference on ER practice. Jean reflects on the innovative
use of illustrated storybooks with young learners. Nick suggests how, despite the Wii,
Facebook and Youtube, teenage reading can be encouraged. Philip considers adult ER
outside the classroom in the digital world.

'Stories are the most natural way in the world for children to acquire language.'
Jean will show how in picturebooks, where illustration is an integral part of the story, children are exposed to lexis and syntax embedded in a meaningful context, and through their response and active involvement are able to internalise key concepts. The frequent use of rhyme, rhythm and repetition can strongly influence phonological awareness and help make learning both fun and memorable.

'Teens have a mild suspicion that books are like broccoli, good for them, but not something they want to have anything to do with.'
Teenagers have surprisingly high regard for people who read - associating them with adjectives such as ‘intelligent', ‘successful', and ‘happy'. Yet their enjoyment of reading declines in teenage years. Drawing from recent reports on children and reading, Nick will look at creative ways of supporting teenagers' interest in reading both in and out of the classroom.

'We were never born to read.'
Philip will focus on free autonomous reading outside the classroom context. The digital age represents an opportunity, not a threat, to adult L2 extensive reading. We'll look at the importance of intellectually and emotionally challenging content, the excitement of direct electronic contact between readers and the author via the internet, the ability of readers to share their responses to books in the same medium, and the power of stand-alone audiobooks, whether accessed online or via CD.

 

About Jean Glasberg, Nicholas Tims and Philip Prowse

•  Jean Glasberg is a teacher and teacher trainer. She is Series Editor of the Cambridge Storybooks.

• Nicholas Tims is the author of coursebooks for young learners, teenagers and adults. He is Series Editor of Cambridge Discovey Readers.

• Philip Prowse is the co-author of coursebooks for young learners, teenagers and adults, and of a number of graded readers. He is Series Editor of Cambridge English Readers and Reviews Editor of English Language Teaching Journal.

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