Publication Date

1999

Degree Name

Master of Arts in Teaching (MAT)

First Advisor

Bonnie Mennell

Abstract

This paper traces an ESL teacher’s learning curve with student-based reading discussion, both teacher-guided and student-led. It comments on her pre-teaching experience with formalist and reader response theory as a reader, student, writer, editor, and then as teacher experimenting with student-led discussion in three consecutive terms. Special attention is given to the strategies that were used to build a reading community and to facilitate the release of students’ voices in the reading discussions. The taped, transcribed discussions are summarized for their intellectual content and examined to assess the social and linguistic benefits to the students. Also evaluated are the uses of the student-led discussion format as a feedback tool for the teacher.

Disciplines

Educational Assessment, Evaluation, and Research | First and Second Language Acquisition | Social and Philosophical Foundations of Education

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