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Seminar: 8th Annual Extensive Reading Seminar

posted Apr 17, 2015, 12:43 AM by NanKyu JALT   [ updated Jun 14, 2015, 8:42 PM ]

"What is Extensive Reading?" 

Place  Seinan Jo Gakuin University, Kitakyushu
Date  Sunday, June 21, 2015

The Extensive Reading Seminar is an annual gathering of language instructors focusing on research and practice related to Extensive Reading. Please check below for more details. You can also see general information about the 2015 venue here in Japanese. (Seinan Jo Gakuin University) and ER Seminar information in English at the following links for the venue, facilities, and accommodation.

Keynote Speakers

David BeglarDavid Beglar
Temple University, Japan Campus

Title The DNA of Extensive Reading

Abstract  A central question in the field of extensive reading concerns the cognitive processing that learners engage in when reading extensively. The main proposal put forward in this presentation is that theories of fluency development suggest that certain types of extensive reading offer a nearly ideal way for second language learners to develop reading fluency; hence, reading fluency development is part of the "DNA" of extensive reading. In this presentation, I first outline the dominant theories of automatization and fluency development. I then discuss the implications of those theories for various ways to implement extensive reading, and finally, I cover some of the empirical extensive reading literature that speaks both to the theories of fluency development and the implications of those theories.

Takayuki NakanishiTakayuki Nakanishi
Dokkyo University

Title 英語多読の活用と実践 Extensive Reading Practices in and outside your classrooms

Abstract 「多読とは何か」との問いに対し、多読研究について概観し、その活用と実践に関して実用的な面に焦点をあてます。日本国内のみならず、英語多読に関する研究発表は多くの学会で散見され(Nation, 2015)、その結果、多くの論文が出版され、研究結果を統合させることが出来るまでとなっています (Nakanishi, 2014)。この講演では多読研究の統合結果にもふれ、どのような研究が行われているか考察し、そして、どのような研究が必要とされているのか、考えていきたいと思います。


Seminar registration will open in early April. Presenters must register by April 30th, 11:59 p.m. JST. Regular preregistration will close May 31st.

Preregistration with advance payment  
1000 yen for members of JALT ER SIG or JERA
2000 yen for non-members

Onsite payment:
2000 yen for members of JALT ER SIG or JERA
3000 yen for non-members

Preregistration for the 2015 Extensive Reading Seminar can be done via your account. If you do not yet have an account, please create one and then register for the seminar. Preregistration and bank transfer deadlines are April 29th for presenters and May 31st for others. Bank transfers must be made to the following account:

Account Bank: Shinsei
Branch Number: 400
Branch Name: Honten
Katakana: ケンイチロウ コバヤシ
Account Number: 2237144
Type of Account: Regular (Futsuu)
Note: The katakana is not needed by Shinsei, but some banks require you to input katakana when you make a transfer.

Note about the ER Seminar Theme

At the Extensive Reading Colloquium at JALT2014, Rob Waring and Stuart McLean, in a preview of an upcoming article, proposed a rethinking of how we define ER. They suggest a shift from a general acceptance of Day and Bamford’s ten principles as defining ER to a view that defines a few core elements of what constitutes ER and recognizes other variable elements that can be present in ER programs.

They propose four core elements, which they have summarized as follows:
  1. Fluent, sustained comprehension of text as meaning-focused input
  2. Large volume of material
  3. Reading over extended periods of time
  4. Texts are longer, requiring comprehension at the discourse level.
Other elements, such as where reading is done, whether it is required or not, pleasurable or not, if and how it is monitored and/or assessed, and so on are considered variables. These largely pedagogical elements can be altered to suit various teaching and learning contexts and provide areas for focus of ER research, as long as the core elements are present.

They also propose to promote dialogue about defining the core elements of ER more precisely. To this end they present some possible areas for discussion that may arise, including what constitutes a high enough volume to be ER, does the presence of elements such as assessment or requirement mean it is not ER, or elements such as being for pleasure or using graded readers mean it is ER.

The officers of the ER SIG have decided to support and encourage this discussion by focusing our events this year on the question, “What is Extensive Reading?” If you feel you have a contribution to make to this discussion, if you have a related research project to report on, etc., we would like to hear from you.

Thomas E. Bieri