Students in academic contexts are expected to engage with large amounts of reading and they frequently meet unknown words and phrases in those reading materials. Previous research has shown that second and foreign language learners can acquire some of the unknown vocabulary that they encounter during reading. However, these previous findings were…

We are very honored to have this great opportunity to interview Professor Paul Nation for the TEFLIN Journal's themed issue on Extensive Reading. Professor Paul Nation is an Emeritus Professor of Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. His special interests…

The April 2015 issue of "Reading in a Foreign Language" featured a discussion forum on extensive reading (ER). Most of the authors, recognized authorities on ER, discussed their views of the principles of ER, particularly in establishing and conducting ER programs. The purpose of this discussion is to review developments in the practice…

There is no shortage of studies that have reported the beneficial effects of extensive reading (ER) on various aspects of second/foreign language acquisition, including reading comprehension, reading speed, and vocabulary development. Anecdote after anecdote shows the effectiveness of ER, and no one seems to repudiate the power of reading in large…

Professor J. Charles Alderson grew up in the town of Burnley, in the North-West of England, and is still based in the North West but in the ancient city of Lancaster. From Burnley to Lancaster, however, lies a journey and a career that took him all around the world to share his knowledge, skills, and experience in language testing and to learn…

Little research on improving second language (L2) reading comprehension of French and francophone theater has been conducted. This study provides insight into enhancing L2 comprehension of drama by combining L2 research with examples from L'accent grave by Jacques Prevert, Ton beau capitaine by Simone Schwarz-Bart (1987), Un Touareg s'est marie a…

Our goal with this special issue was to bring together a range of research on learning to read in more than one language. In this introduction, we provide an overview of clear diversity across the language pairings, learning contexts and reading-related skills examined. We also highlight some particularly noteworthy and often intriguing findings…

Schools are becoming increasingly diversified; however, training and professional development related to working with English language learners (ELs), especially in the area of English reading, is limited. In this article, we identify three "Big Ideas" of effective and collaborative practices that promote English reading achievement for…

Paul Nation's talents and interests extend well beyond vocabulary to include research on speaking, writing, classroom learning and teaching, reading, and fluency. In keeping with Nation's interests in fluency, extensive reading, and reading instruction, I outline current perspectives on reading fluency and its role as a key component of reading…

This article highlights significant research about what below grade-level reading means in middle school classrooms and suggests a tested approach to improve reading comprehension levels significantly by using audio books. The use of these audio books can improve reading and academic performance for both English language learners (ELLs) and for…

Illustrates how using repeated readings with pretend readings can provide a framework for language growth for kindergarten emergent second-language learners. Reports on a pilot study of the effectiveness of such instruction. Finds that children grew in their ability to convey meaning with more emotional expression and self-confidence. (RS)

Describes the rationale and structure of a research project that focused on the role of reading in second-language acquisition. Special focus is placed on the initial stages of the project as well as characteristics of the backgrounds of the students involved. (seven references) (JL)

Presents a case study that focuses on effects of an extensive reading program on an adult English language learner. Describes subject's reactions to the extensive reading approach using a qualitative framework. Discusses implications for the teaching of adult literacy. (RS)

Reviews research regarding reading strategies used by Hebrew-speaking students to comprehend English for specific purposes texts, focusing on verbal report techniques in: developing a taxonomy for reading strategies; checking the appropriateness of mentalistic measures for different populations; determining similarities between first-language and…