The Second World Congress in Extensive Reading, hosted by the Extensive Reading Foundation, KEERA, and KAFLE, was held on September 13th-15th, in 2013 at Yonsei University, Seoul.
The World Congress was a two-day gathering of scholars, educators, writers and publishers for the purpose of discussing and promoting the theory and practice of extensive reading in second language education.
The Congress was hosted by The Korean English Extensive Reading Association (KEERA) and The Korea Association of Foreign Languages Education (KAFLE) and the KOTESOL ER-Sig and KICE.
You can view the photos from the event here. If anyone wants a photo removed, please let us know.
This year we held a BookLook which allows parents, teachers and children to experience extensive reading for themselves and attend some min-lectures to learn about Extensive Reading.
The conference theme is “Extensive Reading: Lighting new ways to language learning”
본 학술대회의 주제는 “다독, 영어교육의 새 지평을 여는 빛나는 도전”입니다.
The World Congress was a three-day gathering of scholars, educators, writers and publishers for the purpose of discussing and promoting the theory and practice of extensive reading in second language education.
Plenaries, Featured Speakers and Workshops
The Keynote Speaker
Paul Nation of Victoria University of Wellington, New Zealand.
Paul Nation 교수님, 뉴질랜드 Victoria 대학교
Paul Nation is Emeritus Professor in Applied Linguistics at the School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington, New Zealand. He supervises PhD research on vocabulary. He has taught in Indonesia, Thailand, the United States, Finland and Japan.
Keynote: Is it possible to learn enough vocabulary from extensive reading?
How much input is needed to gain enough repetitions to learn the first 9,000 words of English? Cobb and Krashen and McQuillan have debated the possibility of learning enough vocabulary through extensive reading. On close inspection it seems their arguments are starting from different bases, namely the difficulty of the reading material, and the time needed to read the required amount.
This paper looks at corpora of various sizes and composition to see how many tokens of input would be needed to gain at least twelve repetitions and to meet most of the words at each of the nine 1000 word family levels. It then sees if the required amount of reading is feasible for foreign language learners. It also looks at the kind of reading material needed for learning the mid-frequency vocabulary.
Workshop : Dealing with vocabulary in class: Vocabulary and intensive reading
This workshop examines ten different ways of dealing with words met in intensive reading and in other class work. We will look at each of these ways showing the principles which should be used to help decide what way is the most appropriate for a particular word. These principles include giving most attention to high frequency words, focusing on strategy development for low frequency words, giving attention to a range of aspects that are involved in knowing a word, and making sure that teaching considers the future rather than present value of a particular item. By the end of the workshop participants should be able to choose an appropriate way to deal with a word and be able to justify their choice by referring to principles of vocabulary teaching and learning.
Keiko Koda of Carnegie Mellon University, USA
Keiko Koda교수님, 미국 Carnegie Mellon 대학교
Bio: Keiko Koda is Professor of Second Language Acquisition and Japanese in the Department of Modern Languages at Carnegie Mellon University. Her major research interests include second language reading, biliteracy development, psycholinguistics, and foreign language pedagogy. She has been involved in a number of projects related to second language reading research and assessment in collaboration with Development Associates, Center for Applied Linguistics, Educational Testing Service, American Council on the Teaching of Foreign Language, and the US Department of Education among others. She has served as a member of the editorial boards of many highly regarded journals, including Reading Research Quarterly, Reading and Writing, Research in Second Language Learning, International Review of Applied Linguistics in Language Teaching. She was also a member of the National Literacy Panel. She has edited and co-edited special issues of Language Learning and Reading in a ForeignLanguage. Her recent publications include Insights into Second Language Reading, Reading and Language Learning, and Learning to Read across Languages.
Plenary talk: Cross-Linguistic Facilitation in Second Language Reading Development
The goal of reading is to construct text meanings based on visually presented linguistic information. Skilled reading involves a number of sub-skills that are necessary for extracting linguistic information from print and integrating extracted linguistic information. In all languages, learning to read entails learning to map between spoken language elements and the graphic symbols that encode those elements. In this talk, I will explain how previously acquired mapping skills facilitate second-language reading development, and how such facilitation varies across learners with diverse literacy experiences.
Workshop: A theory-Based Approach to Foundational Skills Building in L2 Reading Instruction
This workshop demonstrates a principled approach to integrating content learning and language development through explicit reading skills training. It provides an introduction to models of monolingual/bilingual reading development and their application to second-language literacy instruction and assessment.
Bio: Kyung-Ae Cha is currently professor at Hankuk University of Foreign Studies, Seoul, Korea. She received her Master’s degree in English-Korean translation at the Graduate School of Interpretation & Translation at Hankuk University of Foreign Studies. She received her Master’s and Ph. D. degree in TEFL/Applied Linguistics at the University of Texas at Austin, U. S. A. Her recent research interests include: teaching reading strategies and the development of metacognitive reading strategy inventory for EFL learners, reading and writing development through extensive reading, literacy development of second language children through reader response journal and dialogue journal writing, and content-based instruction using CALLA(Cognitive Academic Language Learning Approach), etc. She has recently presented twice at 2012 IJAS International conference with the topics, “A Case Study of Korean Learners’ Writing Development through Dialogue Journal Writing,” and “A Case Study of Korean Learners’ Metacognitive Reading Strategy Use.”
Kyungsuk Chang of Korea Institute for Curriculum and Evaluation, Korea
Dr. Kyungsuk Chang received MAs in TEFL and in TEYL from University of East Anglia and York University, U.K. She got her Ph.D. in English Teacher Education from Manchester University, U.K. She has been a research fellow at Korea Institute for Curriculum and Evaluation since 2002. She had English teaching and teacher training experience in a secondary school and universities. Currently she worked at EDU/CERI, OECD as a consultant to the project ‘Globalisation Linguistic Competences’. Her research interests are action research in teaching reading, curriculum, school-focused teacher development, globalisation and English in Korea, and language policy evaluation.
Averil Coxhead of Victoria University of Wellington, New Zealand
Victoria University of Wellington
Averil Coxhead is a Senior Lecturer in Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. She is interested in many aspects of vocabulary learning and teaching, particularly in English for Academic/Specific Purposes. Averil’s research interests include second language vocabulary work including corpus-based analysis of the vocabulary of secondary and university level texts. She is currently developing a corpus of secondary school texts, as well as continuing to find out more about specialised vocabulary in use.
Featured speaker talk
Title: Vocabulary load and vocabulary size: Implications for Reading for academic purposes
In this talk, I will focus on vocabulary load and vocabulary size research in English for Academic Purposes (EAP). The talk will begin by reporting on various studies of secondary and university level texts and the amount of vocabulary learners need to read them. We will then move to testing vocabulary size and the results of a large scale study using 20,000 level versions of Nation’s Vocabulary Size Test (VST) in Aotearoa/New Zealand. In this study, almost 1500 secondary school students, university level students, and curious members of the public took this test. The talk will finish by looking at implications for reading in English for Academic Purposes for teachers and learners, as well as throwing some light on some avenues for future research.
Title: Developing and evaluating word lists for language learners
This workshop focuses on the development and evaluation of word lists, using the Academic Word List (AWL) (Coxhead, 2000) as a springboard for discussion and activities. The AWL is a known word list which is used widely in English for Academic Purposes (EAP) courses, materials, dictionaries, and online activities. In this workshop, we look at the purpose of the list and the principles of development. We also consider ways to evaluate word lists such as the AWL and other word lists for language learning. We investigate on-line tools and other resources that are available for working on the AWL and discuss the principles to think about when using word lists for curriculum and materials design, testing, and vocabulary exercises for the classroom. Finally, we consider possible options for future word list development, including specialised word lists, multi-word unit lists and phraseology for EAP.
Richard Day of University of Hawaii, USA
Bio: Dr. Richard R. Day, professor, Department of Second Language Studies, University of Hawaii, is the author of numerous publications, particularly on second language reading. He is the co-author of Extensive Reading in the Second Language Classroom, and the co-editor of Extensive Reading Activities for Teaching Language. His most recent publications are New Ways in Teaching Reading (2nd edition) and Teaching Reading. He is the co-editor of the online scholarly journal, Reading in a Foreign Language and co-founder of the Extensive Reading Foundation.
Featured speaker talk: Extending Extensive Reading
Both the practice of and the research concerning extensive reading have expanded and increased in the past 15 years. I critically review the major pedagogic developments and research findings. I then look ahead at the next 15 years, and offer possible directions for both the teaching of and research into extensive reading.
Workshop: Extensive Reading and Readers Theater
The goal of this workshop is to provide the participants with the training that will allow them to use extensive reading (ER) and Readers Theater (RT) to develop their students’ reading fluency and oral fluency. Research demonstrates a benefit of ER is increased reading fluency; and a benefit of RT is increased oral fluency. The workshop begins with a brief overview of ER, including a period of silent reading. Next, we look at RT in which students read a script (story, play) aloud expressively and meaningfully so their classmates can visualize the setting and the actions. Participants will then revise graded readers into scripts and perform them. By the end of the workshop, participants will be able to extend the practice of ER to include RT.
Dr. Melanie Gobert
Higher Colleges of Technology, United Arab Emirates
Bio: Dr Gobert has a BA in English Composition an MA in Applied Linguistics/TESOL and an EdD in Educational Leadership. She has been teaching in the Persian Gulf since 1993. She is a 2009 recipient of an Emirates Foundation Grant and she was a finalist in the United Arab Emirates IT Challenge in 2004 for Best Teacher Project. She has presented and published widely in the Gulf region. Her interests include online learning, second language acquisition, reading, vocabulary acquisition, writing, assessment, and sociolinguistics. She is currently the co-editor of Perspectives, the TESOL Arabia peer-reviewed journal, the President Elect of TESOL Arabia, and the President of the Middle East and North Africa Extensive Reading Foundation.
Featured speaker talk
Title: Language Learner Literature and Identity
When students are learning a English as a Second Language or English as a Foreign Language, one of the best motivations is wanting to become acclimated to the culture of the target language, so much so that the learner starts assimilating the speech and dress of their “ideal” L1 speaker. This is nice for teachers because students are learning more on their own than we could ever teach them. But what about students who are not motivated to the extent that they want to become a member of the target culture? How does Language Learner Literature serve them? Although some publishers have made some small attempts to publish such literature, there is a dearth of Language Learner Literature written from the contexts of the learners. This is a contradiction because L1 English speakers start off reading stories about people like themselves in their cultural context that have, until recently, even excluded ethnic minorities in L1 English-speaking societies. This presentation reports the results of a research project investigating the impact of the extensive reading of indigenous Emirati literature on students’ sense of self and cultural identity. The books were rewritten in student accessible language by a team of English language teachers and used in the study, which was funded by the Emirates Foundation. A sense of an emerging identity that navigates seamlessly between two worlds, the traditional Arabic world and English as the language of modernity, technology, and education, rather than separating them (linguistic dualism) will be explored through such themes as religion, hardship, friendship, respect, leadership, and love of the desert. The talk will focus on the novel experience of students learning about the history of the region through English eyes, seeing Arabic words written in English, and learning the English words for Arabic cultural artifacts while developing their English language through extensive reading.
Workshop Title: Ideas for Inculcating Extensive Reading with Helene Demirci
If we ask a classroom full of students, “Who reads books of your own choosing for pleasure outside of class in your language or in English,” we are lucky if one student says they do. Competition with technology and home literacy practices are two of the factors responsible for our students’ lack of interest in extensive reading. Yet, extensive reading has been proven to be the best language input for L1 and L2 English speakers and learners to acquire vocabulary, spelling proficiency, writing proficiency and reading proficiency. In this workshop, we will share ideas for getting students to read extensively from our own experience in the Middle East and North Africa region, which is virtually a non-reading society in both Arabic and English, and we will invite you to share your ideas and experiences. Some of the ideas we will share are a “reading rally” in which students self-nominate the amount of books they intend to read in a certain period. Another idea is a “reading challenge” which can be a class or program-wide competition, the goal of which is to ignite the pilot light leading to sustained extensive reading (engagement). Our interviews with students have shown us that after 3-4 weeks of extensive reading, they become aware of the benefits of extensive reading to their own language learning, and thus the extrinsic motivation of winning or meeting a challenge can metamorphosize into intrinsic motivation. We will also share ideas on how teachers can inculcate a love of reading in their students by taking on the role of caregiver in shared reading experiences which is instrumental in L1 English speaking children developing a reading habit. We will also discuss the importance of the social aspect of reading for inculcating a love of reading, and show teachers how a simple technique of measuring reading speed in graded readers can be motivating.
Miyagi Gakuin Women’s University, Japan
Featured Speaker talk; Rethinking SSR
SSR (Sustained Silent Reading ) is standard fare in many reading classes. And it is great – for those students who can and do make good use of the time. But what about those who need more structure? This session will introduce ideas for adding tasks (teacher and student) to SSR.
Jeong-Won Lee of Chungnam National University, Korea
Bio: Jeong-Won Lee is currently teaching at the Department of English Education of Chungnam National University in Daejeon, Korea. She got her doctoral degree in Foreign Language Education at the University of Texas at Austin. Her main interests as a researcher are teaching four skills (reading in particular), language assessment, and second language acquisition.
Dr. Eur, Do Seon
Bio: Do Seon Eur is a Professor of English Education and Head of Center for English Education at Korea University, where he teaches EFL literature and cultural issues as they are related to humanistic approaches, genre studies, therapeutic pedagogy, and multicultural studies. He is a founding member and vice president of JLCP: Journal of Lacan and Psychoanalysis. He has published widely on the use of literature in language teaching/learning including Extensive Reading. His recent research interests focus on multiculturalism in EFL, therapeutic pedagogy for EFL struggling learners, and genre studies. He is currently heading a national project on an on-line Extensive Reading Program
Featured Speaker talk: Extensive Reading As an Agent of Positive Changes in Korean EFL
Notre Dame Seishin University, Japan
Dr. Rob Waring is an acknowledged expert in Extensive Reading and second language vocabulary acquisition. He has presented and published widely on these topics. He is Professor at Notre Dame Seishin University in Okayama, Japan. Professor Waring is an Executive Board member of the Extensive Reading Foundation.
Workshop talk ‘The Future of ER: Going Places’
This workshop will first review the long and storied history of extensive reading so we can understand and define the modern day versions of Extensive Reading. The talk will then review recent history and make some predictions for the future including more a) global recognition b) a move to digital delivery and c) more self-publishing while retaining the paper-based publications.
Dr. Seok-Chae RHEE, Yonsei University
이석재 , 연세대학교
Dr. Scott MILES, Daegu Haany University
Scott Miles , 대구한의대학교
Dr. Rob WARING, Notre Dame Seishin University
Rob Waring , Notre Dame Seishin대학교
Dr. Jeong-Ryeol KIM, Korea National University of Education
김정렬 , 한국교원대학교
Dr. Young Joo JEON, Mokwon University
전영주 , 목원대학교
Dr. Yoonhee CHOI, Chongshin University
최윤희 , 총신대학교
Aaron JOLLY, Visang Corporation
Aaron Jolly, 비상교육
Eunsol SHIN, Sogang University
신은솔, 서강대학교 교육대학원
Sunmi PARK, Brigham Young University-Hawaii
박선미, 브리검 영 대학교
Jeong-suk (Joanne) PARK, Gyeongsang National University
박정숙 , 경상대학교
Mike LONG, Yonsei University
이석재 , 연세대학교
Myeong G., JEONG
|Deadline for Presenter Confirmation발표자 확정 마감일||June 15th, 20132013년 6월 15일|
|Program Announcement프로그램 발표||July 1st, 20132013년 7월 1일|
|Regular Pre-registration일반 등록||July 1st – August 1st, 20132013년 7월 1일 – 2013년 8월 1일|
|2nd Extensive Reading World Congress – Pre-Conference Workshops제2회 다독읽기 국제학술대회 예비 워크 샵||September 13th, 2013 (Friday)2013년 9월 13일 (금요일)|
|2nd Extensive Reading World Congress – Main Conference제2회 다독읽기 국제학술대회 본 회의||September 14th and 15th, 2013 (Sat. Sun.)2013년 9월 14일 (토요일) – 2013년 9얼 15일 (일요일)|
|Deadline for Proceedings Submissions회의록 제출 마감일||October 31st, 20132013년 10월 31일|
CALL for Scholarship Applications – pre-conference announcement
학술대회 장려금 지원 요청
Scholarships for the Second World Congress were handled by the Extensive Reading Foundation here.
학술대회 참여를 위한 지원금은 다독학회(ERF)에서 주관하며 이곳을 클릭하셔서 정보를 확인하십시오.
The Extensive Reading Foundation is pleased to announce its scholarship programme for the Second Extensive Reading World Congress, to be held in Seoul, Korea from 13 to 15 September, 2013.
다독학회(ERF)는 기쁜 마음으로 이번 2013년 9월 13일-15일에 개최되는 국제 학술대회를 위한 지원금 프로그램을 공지합니다.
Deadline for submissions: All documents including the recommendation must be submitted by midnight, May 15, 2013, Korean time.
제출 기한: 추천서를 포함한 모든 문서는 한국시간으로 2013년 5월 15일 밤 12시 정각까지만 제출이 인정됩니다.
Notification of results: June 15, 2013.
결과 발표: 2013년 6월 15일
Scholarships will provide transportation (capped at $1000 USD) and lodging for 3 nights, a small per diem, as well as a fee waiver for the conference (or a combination of the above depending on the available budget). Applications are welcome from anyone conforming to the criteria set forth below.
지원금은 교통비 (최대 1000달러)와 3일치 숙박비, 학회 참가비 면제 (또는 예산 한도 내에서 상기 언급된 비용들의 조합) 등을 포함 합니다. 아래의 기준에 만족하는 모든 지원서를 환영합니다.
• Qualifications: Actively using an Extensive Reading or Extensive Listening approach in the classroom, or doing research thereof.
자격: 수업이나 연구 분야에서 다독 또는 다청을 활발히 사용하고 있어야 합니다.
• Residence: Anyone residing in a country that is not on the World Bank’s list of “High Income Economies“. (See list below.)
거주지: 세계은행이 지정한 고소득경제 목록에 없는 국가
• Finances: Those who cannot afford to attend the Congress without financial aid (self-declared).
재정상황: 재정적 지원 없이는 본 학회에 참가할 수 없는 지원자
• Willingness to participate in one of several planned panel discussions concerning the problems and successes of extensive reading/listening in your teaching/learning environment. There is no requirement to have an accepted paper. Scholarship holders are expected to be present for the full two days of the Congress and may be required to attend various functions.
지원자는 본인의 교수/학습 환경에서 나타나는 다독이나 다청에 관련한 문제와 성공에 대해 패널 토의에 참가할 의향이 있어야 합니다. 지원자가 공적으로 용인된 논문을 보유하고 있어야 의무는 없습니다. 지원금 수혜자는 이틀 간의 학술대회 기간동안 전적으로 참여하셔야 합니다.
Typically these grants are issued to practicing teachers or teachers in training who have researched extensive reading (ER) or have great experience in ER. Students may apply but are much less likely to get a grant unless they have extensive experience with ER or done high level academic research in this area.
일반적으로 본 학술대회가 지원해 드리는 장려금은 다독 프로그램에 대한 풍부한 경험을 갖고 있거나 다독에 대한 실용적인 연구를 하고 계시는 교사들에게 수여 됩니다. 학생들도 지원이 가능하지만 다독 분야에서 큰 성과를 거두거나 다양한 경험을 갖고 있지 않다면 장려금 지원은 쉽지 않을 것입니다.
Application procedure: 지원 절차
The following documents must be submitted:
다음의 문서들이 반드시 제출되어야 합니다.
- A current CV listing educational background, employment history and any publications and presentations. 현재 이력 및 교육 배경, 취업, 출판, 학회발표 경력
- A “Statement” outlining, a) How you have attempted to apply ER/EL to your class or school. b) What problems you see in extending the use of ER/EL in your own teaching/learning environment as well as your country as a whole.
문서작성 개요 a) 학급이나 학교에 다독이나 다청 접근법을 시도하게 된 배경 b) 거주 국가나 교수/학습 환경에서 나타나는 다독 또는 다청의 문제점
- One recommendation from a current or previous supervisor (rather than a colleague). This document should be submitted directly to the ER Foundation by the recommender as an email attachment to <firstname.lastname@example.org> and must arrive by the deadline..
현재 또는 이전 지도교수나 직장상사(직장 동료의 추천서 보다 유리)의 추천서는 추천하는 사람이 직접 다독학회로 메일을 보내야 합니다. email@example.com (마감일을 지켜주시기 바랍니다.)
- An estimate of the total cost of transportation from the airport nearest your home to Korea, to either the Incheon (ICN) or Gimpo (SEL) airports near Seoul. The conference is committed to bringing scholars from all areas of the world, but since funds are limited, the cost of transportation will be a factor in the decision, particularly when there are multiple applications from the same region. Please include travel agent contact details for an itinerary of 7 days or less excluding hotel costs, which will be arranged by the ERWC2 committee.
지원자의 거주지에서 가장 가까운 공항에서부터 한국(인천공항 또는 김포공항)의 공항까지 오는데 드는 모든 교통비를 계산한 추정 금액이 필요합니다. 본 학회는 전세계의 많은 학자들을 초청하고자 하지만 자금이 한정되어 있기 때문에 동일한 지역에서 중복지원이 있을 시 교통비용이 결정적 요인이 될 수 있음을 알려드립니다. 일주일 정도의 여행 일정표를 포함한 여행사 정보와 세부 사항을 첨부해 주십시오. 호텔비용은 학회 위원회가 조정할 예정 이므로 첨부하지 마시길 바랍니다.
Submission process: 제출과정
- Create an account for yourself on the ERWC2 moodle site. You will need to confirm your registration by email.
본 학회의 moodle site에 본인의 계정을 만드십시오. 이메일을 통해 등록여부를 확인 받으실 수 있습니다.
- Enter the Scholarship page with the enrollment key. (If you do not know this, contact firstname.lastname@example.org and identify yourself (name, school, location) and you will be provided with the key.)
등록키를 사용해Scholarship 페이지에 들어가십시오. (이 과정을 수행할 수 없다면 다음의 주소로 이름, 학교, 주소를 적어 본인을 명시해 메일을 보내시면 등록키를 받으실 수 있습니다.)
- You will find links there for you to upload your CV, your statement and your travel cost estimate. Make sure that your name is part of each document’s name and that your name appears at the top of each document that you upload.
이력과 여행비용 추정 금액들을 업로드할 수 있는 링크를 찾아 본인의 이름이 모든 문서의 상단에 잘 기재되어 있는지 확인해 주시기 바랍니다.
Please submit all documents in English
모든 문서는 영어로 기술하여 제출해주십시오.
Applications were not accepted from residents of: 다음 지역의 거주자는 지원할 수 없습니다.
- Andorra, Australia, Austria, The Bahamas, Bahrain, Belgium, Brunei Darussalam, Canada, Cyprus, Czech Republic, Denmark, Finland, France, Germany, Greece, Greenland, Hong Kong SAR, China, Iceland, Ireland, Isle of Man, Israel, Italy, Japan, S. Korea, Kuwait, Liechtenstein, Luxembourg, Macao SAR, China, Malta, Monaco, Netherlands, New Zealand, Norway, Oman, Qatar, Portugal, San Marino, Saudi Arabia, Singapore, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Taiwan*, Trinidad and Tobago, United Arab Emirates, United Kingdom, United States .
- *Not a World Bank member economy, so added based on other indicators. “High Income Economies” determined in accordance to data from The World Bank — countries with a GNI (Gross National Income) of $15,000 (USD) or greater.
*표시된 국가는 세계은행의 회원국은 아니지만 세계은행의 데이터(국민총소득 만 오천 달러 이상)에 근거해 결정된 고소득 경제국가.