Topic: Guide for
Reading Facilitators
Research
problem:
The emotion that a story produces
makes literature a gateway to reading books in general. Learning a language
without becoming familiar with culture deprives students of the imagination and
reflection that allows them to adapt to the environment. Both reading and
mastering a second language are fundamental skills in today's world. However,
the education system is not favorable to this: it is not enough to have
libraries, you have to organize them, and train your officials to guide
students. As Chambers (2007) points out, the reading process involves an
effort of disposition and circumstance: the person has an attitude towards
reading and is surrounded by an environment that can be more or less favorable
to the activity. People who facilitate reading must be trained in listening and
guiding readers. As for learning a second language, Torlakova (2021) advocates
the use of stories, since their extension allows a reading accompanied by a
short time.
To improve in this sense, it is
proposed to create a guide with recommendations for members of the educational
community who participate in this reading process.
Justification:
Learning a second language and
reading are two major problems in the education system. Schools do not
facilitate spaces or design strategies that allow students to actively approach
these processes in which the recognition of individual experiences increases
interest in the activity. If they see in reading something more than texts and
in language something more than grammatical rules and begin to see in it a way
of knowing themselves and other cultures they could lose resistance to the
effort to study. On the other hand, professionals are not trained to guide
these processes when students show interest and are often lost.
Need to study it: Provide a new tool for seventh grade
students of the Braulio Gonz谩lez de Yopal Educational Institution to develop
reading skills and learn new languages.
Literature
review
As a first approach to similar initiatives, I consulted
and selected contributions from the following authors:
Chambers, Aidan-
The Reading Environment (2007)
In addition to a cognitive
process, reading is an activity that requires certain conditions to be
possible. According to Chambers (2007)
the one who reads makes an effort in the face of his circumstance and has a disposition
that guides him. If the circumstances are not favourable, their disposition
will be affected and, the less willing, will desist. To promote the habit of
reading it is essential to consider the way in which the environment, the
library staff, the presentation of the books and the degree of participation
that the future reader has in the process, if he is allowed to express himself
or not, if someone guides him or not.
Emilova Torlakova, Ralitsa - Literature as a tool for learning and
acquiring English as a foreign language in secondary education: a didactic
proposal based on short stories and graduated readings (2021)
Emilova (2021) points out that
literature has advantages over other types of text for learning a second
language: the breadth of vocabulary and its presentation facilitate imagination
and reflection in the student. The entertainment of a short story and the time
they require make it ideal for students and teachers to perform a guided
reading with learning objectives.
Sanju谩n 脕lvarez, Marta - From the experience of reading to literary
education. Analysis of the emotional components of literary reading in
childhood and adolescence (2011)
Sanju谩n (2011) points out that
the reading process goes beyond the cognitive, since it involves social and
cultural aspects, as well as the way in which each person lives it
individually: their emotions in front of reading.
Ram铆rez Nore帽a, Carlos Alberto and de Castro Daza, Diana Patricia -Reading
in early childhood (2013)
For Ram铆rez Nore帽a and Castro
Daza (2013) reading goes beyond written texts. In everyday life continuous
messages require this skill. Therefore, for the person to have the ability to
respond to the demands of the environment, it is important to stimulate this
habit in childhood as something exciting that allows the person to know and
transform.
Bibliography
Chambers, Aidan. The Reading
Environment (2007) Fund of Economic Culture ISBN: 9789681684556
Emilova Torlakova, Ralitsa
(2021) Literature as a tool for learning and acquiring English as a foreign
language in secondary education: a didactic proposal based on short stories and
graduated readings [date of Consultation February 19, 2022]. Available in: https://repositorio.unican.es/xmlui/handle/10902/22919
Sanju谩n 脕lvarez, Marta (2011).
From the experience of reading to literary education. Analysis of the emotional
components of literary reading in childhood and adolescence. Ocnos: Journal of
Reading Studies, (7), 85-99. [date of consultation 19 f ebrero
of 2022]. ISSN: 1885-446X. Available in https://www.redalyc.org/articulo.oa?id=259122665007.
Ram铆rez Nore帽a, Carlos Alberto
and de Castro Daza, Diana Patricia (2013) Reading in early childhood. Graf铆as
Disciplinares de la UCPR, ISSN-e 1900-5679, N潞. 20, 2013, pp. 7-22 [date of
consultation February 19, 2022]. Available in: https://dialnet.uni rioja.es/servlet/articulo?codigo=5031483
