| dc.description.abstract | Extensive reading (ER) as a classroom activity in additional language learning has been given more attention over the last decades. Many scholars have investigated its impact on language learning and found positive results for all age groups. Despite this, empirical research on English teachers’ practices in Norwegian schools indicate a textbook-driven approach with the use of few other reading resources. Theory on teacher cognition and attitudes show that teachers’ thoughts, beliefs, and attitudes towards specific classroom activities greatly influence their choice of using them. Therefore, this study aims to investigate Norwegian English teachers’ knowledge of, experiences with, and attitudes towards ER.
Interviews were conducted with nine Norwegian teachers of English from different primary and lower secondary schools. The results indicate a lack of knowledge among the teachers regarding ER, especially for more experienced in-service teachers. Few participants had heard of ER prior to the interviews, and they provided limited definitions and explanations of the term. The teachers’ reported reading programs also lacked some of the principles needed for a successful ER program. Despite this, the teachers’ attitudes towards ER were positive, and the results indicate an awareness of the learning benefits. However, limited knowledge and challenges with implementation may hinder teachers from using ER as a classroom activity. Therefore, ER needs to be given more attention in teacher education, professional development programs for in-service teachers, and educational research in Norway. | |
