This article presents and analyzes qualitative ethnographic data from research investigating intensive reading in an English Second Language high school class. It focuses on selected teacher-student interactions and considers the effect of these interactions in terms of the processes and products of students’ intensive study of a fiction text. The article considers how the teacher asserted control over physically handling the text, the processes of reading it, and the classroom discourses about the text. Data analysis and discussion unpacks the teacher’s claim that what she wanted students to get out of their experience of reading The Cay was “just to read a book.” This claim, and the teacher-student interactions which followed, is considered against the backdrop of curriculum goals aiming to create sophisticated, critical readers. The article concludes by highlighting several critical pedagogical and intellectual implications arising from aspects of teacher-student interactions and provides direction for future research.
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Previous issue date: 2011-04
endingpage:
41
identifier.doi:
10125/66661
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66661
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
The Reading Process
site_url:
/rfl/item/234
startingpage:
17
subject:
intensive reading ESL classroom discourse The Cay
title:
Reading books in class: What "just to read a book" can mean
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