Dr. Terry Royce, Associate Professor and Program Director, Teachers College Columbia University. Email: troyce@tc-japan.edu
3 Credits for practicum for Group 17 onwards.
Practicum (II) - not for Group 21 (those starting Spring 2007 may register, but not recommended).
Prerequisites: A&HT4077 Classroom Practices
Letter Grade (Pass/Fail option)

Advisement note: This course is best taken with a 1 credit methods workshop - choose at least one from the Media, Global Issues or Young Learners etc. workshops. Also, those students from Group 21 who started in Spring 2007 are eligible to do this course, but it is not advisable - please try to do your practica later in the program. You may do one of the workshops if you want.

Dates	Time
September: Sun. 2nd, 16th October: Sun. 14th December: Sun. 2nd January: Sun. 13th, 20th	Sundays: 10-5pm

COURSE DESCRIPTION

This course will provide an overview of recent reading theory and research and will introduce students to various aspects of the reading process, and to some of the important findings from research on both L1 and L2 reading . It will also focus students' attention on their own teaching of L2 reading in light of the theoretical issues addressed. By observing their own reading and that of their students, students and instructor will strive for a better understanding of what actually goes on in and out of the L2 reading classroom. Through this close self-observation, teachers will hopefully identify areas of their own teaching which they can adjust and develop.

Some topics included in the course are:

• bottom-up, top-down, interactive, and other models of reading
• different purposes for reading; relationship between L1 and L2 reading
• relationship between Research/Theory and Practice in L2 Reading
• intensive vs. extensive reading
• the role of reading in the L2 classroom
• student motivation towards reading and towards learning English
• vocabulary issues in reading development
• discourse organisation and text comprehension
• main idea comprehension and instruction

The course activities will include:

• group discussions
• development/modification of reading tasks
• videotape presentations
• in-class micro teachings
• peer observations

COURSE REQUIREMENTS

• attendance at all class meetings
• completion of assigned readings & small group discussions
• critical presentations of course-related journal articles
• a Teaching / Reading Portfolio
• in-class micro teachings
• peer observations & videotaped examples of your reading class for in-class discussion

PRE-COURSE ASSIGNMENT

Read chapters 1 - 2 of the required text (Grabe & Stoller, 2002). Write your answers to the following questions:

1. Of the models of reading described on pages 31-36, which one makes most sense to you? Why? How does this relate to your teaching?
2. Do you agree with the Language Threshold Hypothesis? Why / why not?
3. Of the 14 differences between L1 and L2 reading discussed in Chapter 2, which one is the most important or relevant for you in your teaching situation? How?

Consider the main ideas and issues in these chapters in light of your own experiences as a reader and as a reading teacher. Prepare one discussion question on these chapters.

In addition, prepare a Self-Introduction to be handed in which includes:

• your name and group number
• subjects/skill areas you teach
• what you enjoy/don't enjoy in teaching - why?
• the kinds of students you teach
• questions or problems you have about your present teaching situation, especially regarding reading
• what research area(s) you are interested, especially regarding a possible topic for your MA project.

BOOKS TO BUY

Grabe, W. & F.L. Stoller. 2002. Teaching and Researching Reading. London: Longman.

BOOKS ON RESERVE

Aebersold, J.A. & M.L. Field. 1997. From Reader to Reading Teacher. Cambridge: Cambridge University Press.
Alderson, J.C. & A.H. Urquhart (eds.). 1984. Reading in a Foreign Language. New York: Longman.
Barnett, M.A. 1989. More Than Meets the Eye: Foreign Language Reading. Englewood Cliffs, NJ: Prentice-Hall.
Bell, J. S. 1995. The Relationship between L1 and L2 Literacy: Some Complicating Factors. TESOL Quarterly, 29: 687-704.
Carrell, P.L., J. Devine, & D. E. Eskey. 1988. Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.
Carrell, P.L. 1990. Reading in a Foreign Language: Research and Pedagogy. JALT Journal . Vol. 12, No. 1: 53-74.
Carrell, P.L. 1992. Awareness of Text Structure: Effects on Recall. Language Learning, 42: 1-20.
Chen, H-C. & M. F. Graves. 1995. Effects of Previewing and Providing Background Knowledge on Taiwanese College Students' Comprehension of American Short Stories. TESOL Quarterly, 29: 663-86.
Day, R.R. & J. Bamford. 1998. Extensive Reading In The Second Language Classroom. Cambridge: Cambridge University Press.
Elley, W. B. 1991. Acquiring Literacy in a Second Language: The Effect of Book-Based Programs. Language Learning, 41: 375-411.
Hazenburg, S. & J.H. Hulstijn. 1996. Defining a Minimal Receptive Second-Language Vocabulary for Non-native University Students: An Empirical Investigation. Applied Linguistics, 17: 145-63.
Hino, N. 1988. Yakudoku: Japan's Dominant Tradition in Foreign Language Learning. JALT Journal 10, Nos. 1 & 2: 45-55.
Huckin, T., Haynes, M. & J. Coady (Eds.). 1993. Second Language Reading and Vocabulary Learning. Norwood, N.J.: Ablex.
Izumi, K. 1995. Translation-aided Approach to Second Language Acquisition. JALT Journal 17: 225-237.
Kern, R.G. 1994. The Role of Mental Translation in Second Language Reading. Studies in Second Language Acquisition 16: 441-460.
Parry, K. 1991. Building a Vocabulary through Academic Reading. TESOL Quarterly, 25: 629-53.
Schoonen, R., Hulstijn, J. & B. Bossers. 1998. Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study among Dutch Students in Grades 6, 8 and 10. Language Learning, 48: 71-106.
Susser, B. & T. N. Robb, 1990. EFL Extensive Reading Instruction: Research and Procedure. JALT Journal Vol. 12, No. 2: 161-185.
Urquhart, S. & C. Weir. 1998. Reading in a Second Language: Process, Product and Practice. London: Longman.

BIO-DATA

Dr. Terry Royce is Program Director at the Tokyo campus of the Teachers College Columbia University MA in TESOL Program and has been appointed by Teachers College (New York) to the Tokyo program. He has a BA in Economics and a Diploma in Education from Macquarie University, a Graduate Diploma in Multicultural Education from Armidale University, an MA in Applied Linguistics from Sydney University, Australia, and a Ph.D. in Linguistic Science from the University of Reading, England. His research interests include the analysis of multimodality, discourse and cohesion analysis across disciplines (specifically scientific and economics discourse), the application of systemic-functional linguistics to discourse varieties and TESOL education, and the forensic linguistic analysis of police negotiators' discourse.