'Well I don't feel that': Schemas, worlds and authentic reading in the classroom. (March 2015)

• Record Type: Journal Article
• Authors: Giovanelli, Marcello; Mason, Jessica
• Is Part Of: English in education. Volume 49:Number 1(2015:Spring)
• Page Start: 41
• Page End: 55
• Publication Date: 2015-03
• Subjects: English language -- Study and teaching -- Periodicals; 420.71
• DOI: 10.1111/eie.12052
• Languages: English
• ISSNs: 0425-0494

Abstract

<abstract abstract-type="main" id="eie12052-abs-0001"> <title>Abstract</title> <p>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 <italic>Holes</italic> (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.</p> </abstract>