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

Giovanelli, Marcello; Mason, Jessica

Authors

Marcello Giovanelli

Jessica Mason



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.

Citation

Giovanelli, M., & Mason, J. (2015). ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom. English in Education, 49(1), https://doi.org/10.1111/eie.12052

Journal Article Type Article
Publication Date Jan 1, 2015
Deposit Date Feb 23, 2016
Publicly Available Date Mar 28, 2024
Journal English in Education
Print ISSN 0425-0494
Electronic ISSN 1754-8845
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 49
Issue 1
DOI https://doi.org/10.1111/eie.12052
Keywords Cognitive linguistics, authentic reading, narrative schemas, text world theory, personal response
Public URL https://nottingham-repository.worktribe.com/output/988337
Publisher URL http://onlinelibrary.wiley.com/doi/10.1111/eie.12052/abstract

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