Source - Bangkok Post (Eng)

Tuesday, May 27, 2008  10:11

Previously, while I was still teaching in the UK, my students were mostly studying in English as a Foreign Language (EFL) classes. The majority of them were only interested in passing their Cambridge examinations by completing their course books as quickly as possible.

After relocating to Thailand, I was lucky to find opportunities to experiment with graded readers. I found them to be an extremely useful tool because they are designed for readers to use at different levels.

Publishing companies can reproduce books, some with well-known titles, which are adapted for various levels of English proficiency. Depending on their perspective, teacher and students can decide on material that is most appropriate for their learning needs.

Macmillan, for example, has a range of six graded levels. The Starter level includes 300 basic words, while the Upper level has about 2,200 words. Macmillan states that the information, structure and vocabulary are controlled to suit the students' ability at each level.

This enables students and teachers alike to choose not only the subject that they would like to read about, but also the level of language. Some of these books come with free CDs that contain performances by native speakers reading the same book word-for-word.

Using reading resources

There are often financial constraints that limit the use of resources. This also affects the way teachers can use books in reading classes; however, a teacher's imagination and a little help from colleagues can bring new ideas to light.

Students can be allowed to read the books at their own pace. They can be permitted to take books home and return them after two weeks. When students read just because they want to, there is no need for tests and comprehension exercises.

Some teachers like to start reading classes with activities and spend the last 20 minutes of lessons with students reading quietly to themselves. They can all be reading the same book, but at different speeds, or they could be allowed to read different books that they prefer. It doesn't matter as long as they develop a fondness  for reading and make it a habit.

Other teachers like to use the questions contained in the reader, while asking students to answer the questions as well. The Internet is an extra resource, and many publishers have websites with teachers' notes and lesson plans.

Reading aloud activities can be conducted, as well as reading in groups. Teachers can also use CDs that accompany books so that students can listen and read at the same time, or listen first and read later. It really doesn't matter. In addition, the best resource is sometimes the students themselves. It never hurts to ask for their feedback about how they would like to use these resources.

Learner-centered

It is always important for teachers to remember that all teaching activities need to be introduced so that students understand what they have to do. This is especially the case when students undertake activities that they have never attempted before.

It is possible for students to conduct their own activities with minimal supervision once teachers have introduced material to them and offered proper support (scaffolding). Autonomous learning in a student-centered environment is included in the 1999 Education Act and will benefit students and teachers.

In my opinion, the use of graded readers is a useful tool in the teaching of English, but they need to be accompanied by other activities and consistent interaction with teachers.

Graded readers are just one way to make learning from books more enjoyable. Using them gives students some freedom to decide how and when to learn.

Steve Graham is an English language teacher at the Language Center, Udon Thani Rajabhat University in northeast Thailand. If there are any comments or areas for debate you would like to discuss, you may write Steve at shedchelsea@hotmail.co.uk .