‘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

School of Social Sciences and Humanities

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

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

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

Abstract

Bibliographical note

Keywords

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