‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom

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‘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...

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Bibliographic Details
Main Authors:	Giovanelli, Marcello, Mason, Jessica
Format:	Article
Published:	Wiley 2015
Subjects:	Cognitive linguistics authentic reading narrative schemas text world theory personal response
Online Access:	https://eprints.nottingham.ac.uk/31832/

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