Giovanelli, Marcello and Mason, Jessica (2015). ‘Well I don’t feel that’:schemas, worlds and authentic reading in the classroom. English in Education, 49 (1), pp. 41-56.
Abstract
This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students' ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with the novel Holes (Sachar 2000), and the short story ‘The man who shouted Teresa' (Calvino 1996) respectively, and argue for the benefits of using cognitive linguistics as a tool for teachers and researchers to ‘think with’ when considering reading in the classroom.
| Publication DOI: | https://doi.org/10.1111/eie.12052 |
|---|---|
| Divisions: | College of Business and Social Sciences > School of Social Sciences & Humanities |
| Additional Information: | © 2015 The Authors. © 2015 National Association for the Teaching of English. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. |
| Uncontrolled Keywords: | cognitive linguistics,authentic reading,narrative schemas,text world theory,personal response |
| Publication ISSN: | 1754-8845 |
| Last Modified: | 20 Nov 2024 08:08 |
| Date Deposited: | 20 Apr 2017 09:20 | PURE Output Type: | Article |
| Published Date: | 2015 |
| Authors: |
Giovanelli, Marcello
(
0000-0001-8470-3800)
Mason, Jessica |
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)