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Article: Actualizing reader-response theory on L2 teacher training programs

TitleActualizing reader-response theory on L2 teacher training programs
Authors
Issue Date2011
PublisherTESL Canada. The Journal's web site is located at http://www.tesl.ca/journal.html
Citation
TESL Canada Journal, 2011, v. 29 n. 1, p. 93-103 How to Cite?
AbstractIn this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem “My Papa’s Waltz” by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong’s tertiary institutions has produced consistently impressive outcomes in terms of teachers’ responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.
Persistent Identifierhttp://hdl.handle.net/10722/152921
ISSN

 

DC FieldValueLanguage
dc.contributor.authorHarfitt, Gen_US
dc.contributor.authorChu, Ben_US
dc.date.accessioned2012-07-16T09:51:36Z-
dc.date.available2012-07-16T09:51:36Z-
dc.date.issued2011en_US
dc.identifier.citationTESL Canada Journal, 2011, v. 29 n. 1, p. 93-103en_US
dc.identifier.issn0826-435X-
dc.identifier.urihttp://hdl.handle.net/10722/152921-
dc.description.abstractIn this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem “My Papa’s Waltz” by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong’s tertiary institutions has produced consistently impressive outcomes in terms of teachers’ responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.-
dc.languageengen_US
dc.publisherTESL Canada. The Journal's web site is located at http://www.tesl.ca/journal.html-
dc.relation.ispartofTESL Canada Journalen_US
dc.titleActualizing reader-response theory on L2 teacher training programsen_US
dc.typeArticleen_US
dc.identifier.emailHarfitt, G: gharfitt@hkucc.hku.hken_US
dc.identifier.authorityHarfitt, G=rp00901en_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros201882en_US
dc.identifier.volume29en_US
dc.identifier.issue1-
dc.identifier.spage93en_US
dc.identifier.epage103en_US
dc.publisher.placeCanada-
dc.customcontrol.immutablejt 130314-

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