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ELT Journal Advance Access originally published online on September 25, 2007
ELT Journal 2008 62(4):385-394; doi:10.1093/elt/ccm065
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© The Author 2007. Published by Oxford University Press; all rights reserved.

A buddy reading programme in Hong Kong schools

Barley Mak, David Coniam and Meimei CHAN Shin Kwan

Barley Mak is a professional consultant in the Faculty of Education at The Chinese University of Hong Kong, where she works as a teacher educator with ESL teachers. Her main publication and research interests are in language teaching methodology, language learning anxiety, and professional development of second language teachers
David Coniam is a professor in the Faculty of Education at The Chinese University of Hong Kong, where he is a teacher educator, working with ESL teachers in Hong Kong secondary schools. His main publication and research interests are in language teaching methodology, computational and corpus linguistics, and language assessment
Meimei CHAN Shin Kwan is an ESL teacher at St Clare's Girls’ School in Hong Kong. She is interested in music and drama. She has been actively involved in integrating language arts in the ESL curriculum in her school

Email: barleymak{at}cuhk.edu.hk


  Abstract

This article looks at Year 9 (age 13) ESL learners in a secondary school in Hong Kong producing—with minimal input and support from their teachers—their own story books, these being the final task outcome in a series of lessons focusing on creativity. Over a period of two months, as an integral part of their ESL lessons, groups of students designed, wrote, and illustrated their own story books. They then visited nearby primary schools where they read their story books to primary level ESL pupils and did follow-up tasks with them. The article describes the process from the perspective of one pioneering teacher and her class. The programme's success has since led to it being implemented across the board at Year 9 level in the school, with a subsequent expansion in the number of primary ‘buddies’ reached by the programme. The article examines the place of authentic reading and writing as they are situated within the domains of creativity and task-based learning in the school's ESL programme.

Final version received April 2007


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