International Perspectives on Extensive Reading

The Relationship Between Theory and Practice
1. Auflage 2026
ISBN: 978-1-041-02725-6
Verlag: Taylor & Francis Ltd

Buch, Englisch, 184 Seiten, Format (B × H): 156 mm x 234 mm

Reihe: Routledge Research in Literacy Education

This volume examines how Extensive Reading is utilized as a pedagogical approach in a range of international settings. It addresses the relationship between context, theory and practice, emphasizing the role context plays in how Extensive Reading is implemented around the world.

The book focuses on three themes – the implementation of Extensive Reading as a pedagogical approach, what happens when an Extensive Reading programme is in operation and the experiences of students in Extensive Reading programmes. These themes are examined in the context of how Extensive Reading has been adopted and operationalized in differing international settings, providing a comprehensive overview of the Extensive Reading approach from implementation, application and effect on learning.

Focusing on practitioner-researchers’ perspectives on how to implement and maintain Extensive Reading programmes, as well as the effect Extensive Reading has on English language learning, this volume contributes to researchers and postgraduate students’ understanding of the challenges and opportunities Extensive Reading offers teachers and learners.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Donald, Shane

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung

Inhaltsverzeichnis

Part 1 Implementing Extensive Reading

1. Introduction

Shane Donald

2. Implementing Extensive Reading: Perspectives from Türkiye

Havva Kurt Taspinar

3. Unlocking Extensive Reading in Thai Universities: Practitioner Perceptions, Real-World Challenges, and Critical Training Needs

Mintra Puripunyavanich

4. The Evolution of Extensive Reading Practices in India: A 100-Year Journey Shravasti Chakravarty

5. Extensive Reading in Indonesian Secondary Schools and Universities: Opportunities and Challenges

Fenty Lidya Siregar

Part 2 Extensive Reading as a Pedagogical Approach

6. Preservice Teachers’ Experiences with Reading and Reviewing Children’s Books for Enjoyment in South Africa

Sibhekinkosi Anna Nkomo

7. What Activity Theory Tells Us about How Learners Experience an ER Programme in a Taiwanese University

Shane Donald

8. The Practice of Extensive Reading in the EFL context: Reflections from Ethiopia Abdurahman Ahmed Endris

9. Vietnamese Tertiary Students doing Extensive Reading: A Case Study

Huu Phuc Nguyen

10. Tadoku in Japan: Distinctive Features, Developments and Practices Over Twenty Years

Katsuhiro Yamauchi, and Kazuma Fujii

11. Exploring the Efficacy of Extensive Reading Programs in the Middle Eastern Context: A Meta-Analysis

Helene Demirci and Elspeth Cavalcanti

Afterword

Tom Robb

Über Autor(innen)

Shane Donald is Assistant Professor at National Kaohsiung University of Science and Technology, Taiwan. He gained his doctorate from Newcastle University in the UK. His research interests include spoken interaction, classroom interaction, sociocultural theory and Extensive Reading. He has been a university instructor for over 20 years.