‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom
This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students’ ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with th...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Published: |
Wiley
2015
|
| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/31832/ |
| _version_ | 1848794280877883392 |
|---|---|
| author | Giovanelli, Marcello Mason, Jessica |
| author_facet | Giovanelli, Marcello Mason, Jessica |
| author_sort | Giovanelli, Marcello |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students’ ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with the novel Holes (Sachar 2000), and the short story ‘The man who shouted Teresa’ (Calvino 1996) respectively, and argue for the benefits of using cognitive linguistics as a tool for teachers and researchers to ‘think with’ when considering reading in the classroom. |
| first_indexed | 2025-11-14T19:13:41Z |
| format | Article |
| id | nottingham-31832 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:13:41Z |
| publishDate | 2015 |
| publisher | Wiley |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-318322020-05-04T20:10:58Z https://eprints.nottingham.ac.uk/31832/ ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom Giovanelli, Marcello Mason, Jessica This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students’ ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with the novel Holes (Sachar 2000), and the short story ‘The man who shouted Teresa’ (Calvino 1996) respectively, and argue for the benefits of using cognitive linguistics as a tool for teachers and researchers to ‘think with’ when considering reading in the classroom. Wiley 2015 Article PeerReviewed Giovanelli, Marcello and Mason, Jessica (2015) ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom. English in Education, 49 (1). pp. 41-55. ISSN 1754-8845 Cognitive linguistics authentic reading narrative schemas text world theory personal response http://onlinelibrary.wiley.com/doi/10.1111/eie.12052/abstract doi:10.1111/eie.12052 doi:10.1111/eie.12052 |
| spellingShingle | Cognitive linguistics authentic reading narrative schemas text world theory personal response Giovanelli, Marcello Mason, Jessica ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom |
| title | ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom |
| title_full | ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom |
| title_fullStr | ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom |
| title_full_unstemmed | ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom |
| title_short | ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom |
| title_sort | ‘well i don’t feel that’: schemas, worlds and authentic reading in the classroom |
| topic | Cognitive linguistics authentic reading narrative schemas text world theory personal response |
| url | https://eprints.nottingham.ac.uk/31832/ https://eprints.nottingham.ac.uk/31832/ https://eprints.nottingham.ac.uk/31832/ |