ERIC Number: ED482577
Record Type: RIE
Publication Date: 2003
Current Philosophy & Practice in ESL/EFL Reading Education: An Analysis.
This paper reviews a small sampling of recent research-supported method studies that were consistent with the prominent current philosophical practice in English-as-a-Second-Language/English-as-a-Foreign-Language (ESL/EFL) reading education. It focuses on the following: The Advent of Whole Language in ESL/EFL Study; Teaching from a Constructivist Perspective; Constructivist Reading: An Interactive Process; and Student-Centered, Teacher-Moderated, Text-Rich Approach. The paper concludes that there is enormous support for a whole language approach to ESL/EFL reading education, with very few studies disagreeing with whole language or constructivism. A strong majority of educators doing research in the field have adopted this view, and all of the classroom methods they advocate share common elements related to certain general principles (integration of reading as a component of language along with writing, speaking, and listening; a constructivist approach in reading instruction that builds on students' prior knowledge of and experience with language; the idea of reading as an interactive process between text and reader to build meaning; and the advocacy of a learning situation that is student centered but teacher monitored in a text-rich environment). (Contains 22 references.) (SM)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A