Actualizing reader-response theory on L2 teacher training programs

Actualizing reader-response theory on L2 teacher training programs

• Harfitt, Gary Faculty of Education, University of Hong Kong
• Chu, Blanche Wing Ki Centre for Language in Education, Faculty of Humanities, Hong Kong Institute of Education

TESL Canada Journal, 29(1), 93-103, 2012

TESL Canada

2012

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language

Second Language Teachers Teacher Education English As A Second Language Instruction Applied Linguistics

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

In this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem "My Papa's Waltz" by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong's tertiary institutions has produced consistently impressive outcomes in terms of teachers' responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.
[Copyright of TESL Canada Journal is the property of TESL Canada.
Access via Directory of Open Access Journals: http://journals.sfu.ca/tesl/index.php/tesl/index]

• English

Journal Articles

• 0826435X

https://bibliography.lib.eduhk.hk/bibs/76febc83

2014-01-18