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

Marcello Giovanelli, Jessica Mason

Research output: Contribution to journalArticlepeer-review


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.
Original languageEnglish
Pages (from-to)41-56
Number of pages16
JournalEnglish in Education
Issue number1
Publication statusPublished - 2015

Bibliographical note

© 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.


  • cognitive linguistics
  • authentic reading
  • narrative schemas
  • text world theory
  • personal response


Dive into the research topics of '‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom'. Together they form a unique fingerprint.

Cite this