‘Well I don’t feel that’:schemas, worlds and authentic reading in the classroom


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: 04 Mar 2024 08:20
Date Deposited: 20 Apr 2017 09:20
PURE Output Type: Article
Published Date: 2015
Authors: Giovanelli, Marcello (ORCID Profile 0000-0001-8470-3800)
Mason, Jessica



Version: Published Version

License: Creative Commons Attribution

| Preview

Export / Share Citation


Additional statistics for this record