VietTESOL International Convention, VietTESOL International Convention 2019

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Pre-Reading and Pre-Listening Strategies for the Classroom (and Beyond)
Mary Spanarkel

Building: Library
Room: D104
Last modified: 2019-08-25

Abstract


Language teachers know the value in using students’ personal expertise and background knowledge in constructing meaning in the language-learning classroom (Shin, Dronjic, Park, 2018). Activating background knowledge and working memory through the use of pre-reading and pre-listening activities allow students to familiarize themselves with various text features and connect content to background knowledge and working memory. In order to do this, and to encourage students to do this beyond the classroom, teachers must employ a variety of strategies, including visual aids, predictions, and think-alouds, that allow students to discover and identify the processes occur when reading and listening (Brown, 1994, Dunkel, 1986; in Van Duzer, 1997). In this workshop, participants will practice using text features to engage students' background knowledge and teach them to contextualize information, motivate, and prepare themselves before engaging with a text both inside and outside of the classroom.

 


Keywords


pre-reading; pre-listening; background knowledge