Marcello Giovanelli
‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom
Giovanelli, Marcello; Mason, Jessica
Authors
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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Copyright Statement
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0
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