Extensive Reading in the Second Language Classroom

Richard R. Day and Julian Bamford
Cambridge: Cambridge University Press. 1998

Reviewed by Ted Plaister, University of Hawaii (retired)

From: The CATESOL Journal 1997/98, p. 159

Once in a great while a reference textbook is published that makes old ESL hands wish they had had a copy to study and learn from during their teaching careers. Day and Bamford's Extensive Reading in the Second Language Classroom is just such a book.

Extensive reading (hereafter ER) has been around a long time. Day and Bamford report hat Louis Kelly, in Twenty-five Centuries of Language Teaching credits Harold Palmer with first using the term extensive reading in foreign language pedagogy in his 1917 book The Scientific Study and Teaching of Languages(p. 5). Today, reading looms large as perhaps the most important linguistic skill for much of the L2 (second language) population, with listening comprehension a close second. (That screaming you hear comes from writing teachers, but according to Krashen [1984], the most significant element in the learning of writing is reading.)

A model of how a teacher's text should be written, Extensive Reading is a beautiful blend that introduces the ER literature, presents well-crafted arguments for implementing and using ER, and provides an extensive list of resources. It discusses ways for timid or reluctant teachers (who recognize ER's value but are hesitant to recommend including it in their school system) to introduce and implement ER in their classes and make it a permanent part of their curriculum. Not only does this book synthesize ER pedagogy, but it also provided sufficiently fresh material to appeal to experienced teachers already using ER.

This 238-page book contains 173 of text divided into three parts" "The Dimensions of Extensive Reading," "Materials for Extensive Reading: Issues in Development," and "The Practice of Extensive Reading." The remainder of the book contains a bibliography on reading (pages 219-231), an index, and an extremely useful bibliography of some 6000 titles (selected from the Edinburgh Project on Extensive Reading bibliography of language learner literature in English). Charted information in this bibliography provides a wealth of information about each title in ready-reference form, listing the age group suitability, English language level, local where the book is set, theme (family, adventure, environment, school, humor, fable, and so on), and publisher.

Part I analyzes current knowledge about ER. In five chapters it teaches what teachers should know in order to implement successful ER programs. Chapter 1 ("An Approach Less Taken: Extensive Reading Introduced") presents an overview of ER and its importance in L2 classrooms. Chapter 2 ("A Cognitive View of Reading") explores reading from a cognitive perspective. Chapter 3 ("Affect: The Secret Garden of Reading") is arguably the most important chapter; it examines the affective aspects of attitude and motivation as they pertain to L2 reading. Chapter 4 ("The Power of Extensive Reading: Insights from the Research") discusses the results of a number of ER programs. Chapter 5 ("Extensive Reading and the Second Language Curriculum") provides suggestions for integrating extensive reading into second language reading programs.

Part II addresses the variety of materials that can be employed to implement ER programs. For teachers constantly seeking new materials, this section is rich with resources an ideas on what can be used (including resources teachers may have overlooked). Part II also contains a reasoned discussion of the debate surrounding the use of authentic materials versus simplified materials.

In Part III, Chapter 1 ("Setting Up a Program: Curricular Decisions") discusses the amount students should read, evaluation, in-class versus homework reading, levels of difficulty, and dictionary use. Chapter 2 ("Materiels" The lure and the Ladder") presents information on children's books, learner's own stories, newspapers, magazines, children's magazines, popular and simple literature, young adult literature, comics and translation. Chapter 3 ("The Extensive Reading Library" covers program size, budgetary considerations, reading level determination, student interests, purchase of materials, organization and cataloging of materials, establishing a check out system, and display of materials. Chapter 5 ("Building a Community of Readers") deals with ongoing class guidance, individual counseling, in-class activities, the teacher as role model, and help for weaker readers. Chapter 6 ("The Reading Community in Action") discusses writing (e.g., answers to comprehension questions, summaries, and reaction reports). In addition, this chapter suggests ways to organize rave review sessions, reading fairs, and wall displays. Chapter 7 ("Program Evaluation") addresses purpose, audience, method, as well as determining if a program has achieved its goals, looking at what other results a program might have had, identifying program aspects needing improvement, and results. Chapter 8 ("Taking the Approach Less Traveled") offers a review of the conditions necessary for extensive reading to flourish and a summary of the book's major themes.

Under the heading "At What Level of Difficulty Should Students Read' chapter 8 also considers a reader's "comfort" zone: Some students try to read above their comfort level, "not for the enjoyment but because they think they ought to be reading more difficult material, or because they think it is the best way to make progress..." (p. 92). Day and Bamford challenge this notion, saying, "This is a symptom of what might be called the macho maxim in second language reading instruction -- no reading pain, no reading gain" (p. 92); they provide arguments teachers can use to dispel this idea that struggle is a necessary component of eventual proficiency in L2 reading.

If I were an ESL graduate heading overseas to my first teaching assignment, this book would be in my carry-on baggage for studying during the flight. Moreover, the book is just as relevant for use in English-speaking countries. Neophytes as well as experienced teachers will find in this book a rich collection of ideas, methods, and techniques that will enable them to hit the ground running in teaching reading, no matter the circumstances. The book is powerful ammunition of an extremely practical nature, based on sound theoretical and time-tested practices that teachers can use in helping their students achieve proficiency in L2 reading. Finally, I strongly recommend that teachers of other languages read this book because everything Day and Bamford serve up in this book applies equally to the teaching of ER in all languages.

Now for the bad news. This book has an ugly cover. I know, I know. One is not supposed to judge a book by its cover, but why the publisher of such an important book, one that I believe will become a classic, couldn't come up with a more attractive cover is beyond my ken. So ignore the cover, buy the book, and treat yourself to a text that will help you help your students become better and very likely lifelong readers in their second language.

Reference

Krashen, S (1984). Writing Research, theory, and application. New York: Pergamon Press.