Teaching EFL/ESL Reading: A Task Based Approach

Go to Course: https://www.coursera.org/learn/esl-reading

Introduction

## Course Review: Teaching EFL/ESL Reading: A Task-Based Approach As an educator in the field of English as a Second or Foreign Language (ESL/EFL), finding effective methods to engage students and enhance their reading skills is paramount. If you’re on the lookout for a course that grounds itself in innovative pedagogical techniques, look no further than **"Teaching EFL/ESL Reading: A Task-Based Approach"** on Coursera. ### Overview This course delves into the intricacies of teaching reading skills in ESL/EFL contexts through a task-based, communicative approach. Task-Based Language Teaching (TBLT) integrates real-world communicative tasks as essential units in designing language learning activities. Throughout the course, learners will explore how reading is not just a skill to be developed in isolation but a multifaceted process tied to real-life contexts and meaningful interactions. ### Syllabus Breakdown 1. **Introduction to the Course** - Set expectations and familiarize participants with the significance of task-based approaches in language teaching. 2. **What is Task-Based Language Teaching (TBLT)?** - The first module introduces foundational concepts and definitions central to TBLT. You'll gain insights into various task types and their curricular roles, concluding with an insightful interview featuring Dr. Nick Andon, a leading expert in the field. 3. **What is Reading and What Does It Involve?** - This module dissects reading through cognitive, communicative, and strategic lenses. The nuanced exploration of reading aligns closely with communicative language teaching principles, making it particularly relevant for contemporary ESL/EFL educators. 4. **Teaching Reading in the Second Language Classroom** - Participants will reflect on contrasting reading practices inside and outside the classroom. With emphasis on the three-phase reading lesson design, this module encourages analysis and adaptation, featuring insights from Professor Cathie Wallace. 5. **Focus on Language in the Reading Lesson** - Language use in reading is further explored, with attention to integrating grammar and vocabulary within task-based reading sequences. Research-backed methods, including textual modification techniques, are analyzed for their efficacy in enhancing comprehension. 6. **Extensive Reading** - Shifting focus from intensive reading, this module emphasizes the importance of extensive reading as a complement to TBLT, highlighting approaches that cultivate a passion for reading in learners. 7. **Designing Reading Tasks** - The final module culminates in practical applications as participants learn how to create reading materials. Guidance on sourcing texts and selecting appropriate tasks ensures educators can tailor learning to their students' needs. ### Conclusion **"Teaching EFL/ESL Reading: A Task-Based Approach"** is an invaluable resource for educators wishing to refine their teaching practices with modern, scientifically informed strategies. Each module is thoughtfully structured to build upon previous knowledge, making it suitable for both novice and seasoned educators. Additionally, the inclusion of expert interviews offers practical insights that enhance learning and application. ### Recommendation I highly recommend this course to any ESL/EFL teacher eager to integrate task-based methodologies into their classrooms. The course is comprehensive, well-paced, and interactive, facilitating not just knowledge acquisition but also practical skill development. With a focus on real-world applications, you will leave with not only theoretical understanding but also actionable strategies to elevate your students' reading experiences. Enroll today on Coursera, and discover the transformative potential of task-based reading instruction!

Syllabus

Introduction to the Course

Welcome to 'Teaching EFL/ESL Reading: A Task Based Approach!'.

Welcome to module 1! In this module we will be looking at some key concepts and issues that surround the role of tasks in second language learning and teaching. First, we will define what we mean by the notion of task. Then, we will consider different task types and the role of tasks in the syllabus. We will also discuss the rationale for using tasks in second language teaching, and how task-based lessons and sequences are typically organized. The module ends with an interview with Dr. Nick Andon from Kings' College London, who is an international expert on task-based language teaching.

Welcome to module 2! In this module we examine reading from a number of angles. We start by examining the cognitive element of reading. The second angle we examine reading from is reading as a communicative activity, and its links with communicative language teaching. We then look at reading as a strategic activity, and at the links between reading and background knowledge, and look at the way in which background knowledge is needed in order to understand three specific texts. We end by discussing ways of developing reading fluency.

Welcome to module 3! In this module we will be thinking about the ways in which we teach reading in the foreign and second language classroom. We start by comparing the ways in which we read outside the classroom and the ways in which we ask our learners to reading in the classroom. We think about principles for reading in the communicative language classroom and about the implications of these principles. We go on to consider the three-phase reading lesson and look closely at an example of such a lesson, and then look at other ways in which we can construct reading lessons, focusing on the way in which we can incorporate tasks into such lessons. We end with an interview with Prof. Cathie Wallace, who talks about her research into reading classrooms.

Welcome to module 4! In this module we will be looking at how a focus on language, such as grammar and vocabulary, can be integrated into task-based reading sequences. First, we will consider some of the options available in terms of the stages of the task-based reading lesson. Next, we will look at each stage in more detail. We will discuss the usefulness of pre-teaching vocabulary. We will examine how a focus on language can be incorporated at the while-reading stage. In particular, we will review research on two textual modification techniques, glossing and textual input enhancement. We will also reflect on ways of selecting linguistic features for language-focused work in the post-reading phase. The module ends with an interview with Dr. Parvaneh Tavakoli, a well-known researcher working on task-based language teaching.

Welcome to module 5! In this module we move away from the intensive teaching of reading in the classroom to working with learners on extensive reading. We define extensive reading and look at the main principles of using extensive reading. We discuss the benefits of extensive reading programmes, as well as the way in which extensive reading can be linked to task based language teaching. We end with an interview with Dr. Sam Duncan in which she talks about her experience of running a reading circle with a group of adult literacy and ESOL learners.

Welcome to the last module on our MOOC. In this module we will focus on the way in which we can write materials: we will think about sources for texts, about finding suitable tasks for texts, and will practice write new tasks for texts that you have already read. We will end with two interviews: one with Caroline Herring, a teacher in London who talks about materials she wrote for her own learners, and the second with Prof. Pauline Foster, who talks about reading and reading tasks.