Reading Logs and Literature Teaching Models in English Language Teacher Education

Main Article Content

Ornella Ochoa Delarriva
Enrique Alejandro Basabe

Abstract

Reading logs are regularly used in foreign language education since they are not only critical in the development of reading comprehension but may also be instrumental in taking readers beyond the referential into the representational realms of language. In this paper we offer the results of a qualitative analysis of a series of reading logs written by advanced students for a literature course in an English language teacher education program in Argentina. The logs were coded according to the different literature teaching models followed in the program, which let us ponder on the applicability and usefulness of reading logs, and on the need to promote diversity in literature teaching in English language teacher education.

Article Details

How to Cite
Ochoa Delarriva, O., & Basabe, E. A. (2015). Reading Logs and Literature Teaching Models in English Language Teacher Education. HOW Journal, 22(2), 37-53. https://doi.org/10.19183/how.22.2.150
Section
Research Reports
Author Biographies

Ornella Ochoa Delarriva, Universidad Nacional de La Pampa

Ornella Ochoa Delarriva holds a BA in English Language Teaching from Universidad Nacional de La Pampa, Argentina. She teaches English and Portuguese in the private sector. She is about to start Translation Studies atUniversidad Nacional de Córdoba, Argentina.

Enrique Alejandro Basabe, Universidad Nacional de La Pampa

Enrique Alejandro Basabe is a lecturer in the Department of Foreign Languages at Universidad Nacional de La Pampa, Argentina. He holds a PhD in Education from Southern Illinois University (USA) and an MA in British Cultural Studies from Warwick University (UK).

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