Challenges and possibilities in educating EFL reading teachers
Peer reviewed, Journal article
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Original versionActa Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. 2018, 12 (2), . 10.5617/adno.5610
Experiencing literature is part of the English as a foreign language (EFL) sub-ject in Norway. It is both challenging and possible to educate competent reading teachers who can foster this experience. The present article is a thematic exploration of some of these challenges and possibilities. The challenges are discussed under four headings: the profession of the teacher educator; the complaint that student teachers do not read enough; the role of national tests in forming how reading in English is taught in school; and the challenge of making sense of the concept of reading strategies. The second part of the article considers possibilities. These are grounded in the principle that teacher edu-cators should not primarily lecture. Instead, they should alternate systematically between enactment and metacognition. The article describes scenarios in which students try out a sequence of pre-, during- and post-reading activities related to the short story “The Demon Lover” by Elizabeth Bowen. After engaging with each activity, the students take part in a reflection led by the teacher educator on their experience as readers, the learning potential of the activity, and questions related to its adaptation and organisation in a diverse school class-room. This operationalisation of a pedagogy of enactment (Grossman et al., 2009) allows student teachers to gain experience of and reflect on core practices. In the present case, the core practice is the planning and teaching of coherent and motivating learning sequences that promote increased reading motivation and proficiency in the English language classroom.