Extensive Reading: Resources and Strategies for Intermediate and Advanced Learners of Norwegian

Jennifer Duggan,Anna Krulatz

doi:10.46364/njmlm.v5i1.375

Abstract

Research has demonstrated the value of extensive reading to second language acquisition. However, reading in a second language classroom, in particular when access to reading materials is limited, is often restricted to passages available in the textbook. Therefore, teachers play an important role in promoting reading through creating classroom libraries, providing suggestions, including in-class reading activities, and talking to students about the role of reading in language development. Aiming to empower teachers of Norwegian to stock their libraries with varied reading materials and use those materials in their classrooms, this paper gives an overview of some available sources that can be used with intermediate (B1–B2) and advanced (C1–C2) learners as well as methods for including extensive reading in the classroom. Following a brief overview of the theoretical background on extensive reading, the paper explains how the discussed materials can be used to promote extensive reading in a second language both in the classroom and at home, including the use of specific strategies and activities such as free voluntary reading, sustained silent reading, book flood, literature circles, and book battles.

Highlights

Research suggests that extensive reading of compelling material can have a positive impact on the acquisition of a second language (Krashen, Power of Reading)
This paper focused on the use of compelling reading materials to promote language acquisition for intermediate and advanced learners of Norwegian, and it aimed to help teachers of Norwegian to identify varied reading materials for their classroom libraries
We have provided an overview of up-to-date research on the use of extensive reading in the foreign language teaching, focusing on how it enables vocabulary acquisition and increases learners’ motivation to learn

Summary

Introduction

Research suggests that extensive reading of compelling material can have a positive impact on the acquisition of a second language (Krashen, Power of Reading). Because much of the text is dialogue, presented in speech balloons, it is often informal, colloquial, or written in dialect This is why it is useful to introduce comics and graphic novels in second language classes, as students may not be able to practice conversing frequently outside of the classroom. This is especially important to students learning less commonly taught—and less commonly spoken—languages, because it is difficult to find situations in which one can converse outside of the classroom, and it is difficult for learners to gain communicative proficiency. The visual support should to some degree compensate for these linguistic hurdles, and the images can aid second-language readers to comprehend the text This graphic novel can help students to gain communicative competence by exposing them to Norwegian dialects. The entire class decides on a winning text

Conclusion

Works Cited