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

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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.

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  • Giovanelli and Mason 2015 final pdf

    Rights statement: © 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 KB, PDF-document

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Details

Original languageEnglish
Pages (from-to)41-56
Number of pages16
JournalEnglish in Education
Volume49
Issue1
DOIs
StatePublished - 2015

Bibliographic 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

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