Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Principle 2  A variety of reading material on a wide range of topics must be 
available. 
The success of extensive reading depends largely on getting 
students to read. Research clearly demonstrates that we learn to 
read by reading. And the more we read, the better readers we 
become.
Principle 3 Learners read what they want to read. 
The principle of freedom of choice means that learners can 
select texts as they do when they read in their first language. 
That is, they can choose books they know they can understand 
and enjoy and learn from. And, just as in First-language reading, 
learners are free to stop reading anything they find too difficult, 
or that is not interesting.
Principle 4 Learners read as much as possible. 
We know that the most important element in learning to read is 
the amount of time spent actually reading. There is no maximum 
amount of reading that can be done; the more the learner reads, 
the better. 
Principle 5 Reading speed is usually faster rather than slower. 
This is very important. When we read slowly, one word at a time, 
comprehension is poor. We have to go back to the beginning, 
and read again.
ACTION 
Look at ten suggestions offered by Ono, Day, & Harsh (2004 as cited in Day & 
Robb, 2015) and decide which of them you would give to your students for 
reading outside the classroom.
1. Read, read and read.
2. Read easy books.
3. Read interesting books.
4. Reread books that you really like.
5. Read for overall understanding.
6. Ignore difficult words or words you don’t know. Skip them and keep 
reading.
7. Avoid using dictionaries.
8. Expand your reading comfort zone – challenge yourself to read books that 
earlier you found hard to read.
9. Set reading goals and keep a reading log.
10. Enjoy, enjoy, enjoy!

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RECONCEPTUALIZING LANGUAGE TEACHING
REFLECTION
Think about the following questions.
1. What challenges can our students face while reading outside the 
classroom?
2. Where can they find appropriate reading?
3. Can we offer our students to read Graded readers?
ACTION 
Before reading about dialogue journals as one of effective means of 
organizing learning outside class, answer the following questions:
1. Have you ever tried dialogue journals?
2. If so, what were the advantages and disadvantages you came across?
Dialogue journals
Chiesa and Bailey (2015) argue that students who are engaged in di-
alogue journal writing find this as not only a language learning task but 
a way to grow socially, mentally and emotionally with the support of a 
teacher. Dialogue journals can be used from secondary school settings to 
advanced academic courses and with almost all levels of language profi-
ciency. In order for dialogue journals to be successful, teachers should take 
into consideration several principles.