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

Marcello Giovanelli; Jessica  Mason

doi:10.1111/eie.12052

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

Marcello Giovanelli, Jessica Mason

University of Nottingham

Research output: Contribution to journal › Article › peer-review

50 Citations (SciVal)

511 Downloads (Pure)

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.

Original language	English
Pages (from-to)	41-56
Number of pages	16
Journal	English in Education
Volume	49
Issue number	1
DOIs	https://doi.org/10.1111/eie.12052
Publication status	Published - 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.

Keywords

cognitive linguistics
authentic reading
narrative schemas
text world theory
personal response

Access to Document

10.1111/eie.12052Licence: CC BY 3.0

Giovanelli and Mason 2015 final pdf
© 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.
Final published version, 196 KBLicence: CC BY 3.0

Cite this

@article{78c8c5591e3944908c4084be69872b67,

title = "{\textquoteleft}Well I don{\textquoteright}t feel that{\textquoteright}: schemas, worlds and authentic reading in the classroom",

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 {\textquoteleft}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 {\textquoteleft}think with{\textquoteright} when considering reading in the classroom.",

keywords = "cognitive linguistics, authentic reading, narrative schemas, text world theory, personal response",

author = "Marcello Giovanelli and Jessica Mason",

note = "{\textcopyright} 2015 The Authors. {\textcopyright} 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.",

year = "2015",

doi = "10.1111/eie.12052",

language = "English",

volume = "49",

pages = "41--56",

journal = "English in Education",

issn = "0425-0494",

publisher = "Wiley-Blackwell",

number = "1",

}

TY - JOUR

T1 - ‘Well I don’t feel that’

T2 - schemas, worlds and authentic reading in the classroom

AU - Giovanelli, Marcello

AU - Mason, Jessica

N1 - © 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.

PY - 2015

Y1 - 2015

N2 - 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.

AB - 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.

KW - cognitive linguistics

KW - authentic reading

KW - narrative schemas

KW - text world theory

KW - personal response

UR - http://onlinelibrary.wiley.com/doi/10.1111/eie.12052/abstract

U2 - 10.1111/eie.12052

DO - 10.1111/eie.12052

M3 - Article

SN - 0425-0494

VL - 49

SP - 41

EP - 56

JO - English in Education

JF - English in Education

IS - 1

ER -

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

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Cite this