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ELT Journal Advance Access published online on September 29, 2007
ELT Journal, doi:10.1093/elt/ccm067
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© The Author 2007. Published by Oxford University Press; all rights reserved.

Facilitator talk in EAP reading classes

Kate Wilson

Kate Wilson is the Director of the Academic Skills Programme at the University of Canberra. She has taught English in a wide range of settings across four continents, and has lectured in the University of Canberra's MA TESOL programme in Australia, Vietnam, and China. Her current research uses a social constructivist frame to explore the teaching of reading in English for Academic Purposes

Email: kate.wilson{at}canberra.edu.au

Accepted for publication 1 April 2007.


  Abstract

Current sociocultural perspectives on language learning call on teachers to reinvent themselves in ways which facilitate student learning rather than transmit knowledge. For teachers, this means adopting new roles, and acquiring a new repertoire of teacher talk. This paper aims to further the work on facilitator talk begun by Clifton (2006) and Walsh (2002). It looks particularly at the role of facilitator talk in teaching reading, and shows how teachers can enhance students' dialogue with texts by using unobtrusive task management, re-redirecting students' attention to the text, increasing prospectiveness (Hammond and Gibbons 2005), and giving sensitive feedback.


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