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Encouraging Independent Readers: Combining Reading Workshop and Textbook‐Based Lessons in a Japanese High School Classroom
Author(s) -
Katsuta Hikaru,
Sawada Eisuke
Publication year - 2021
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.1135
Subject(s) - style (visual arts) , reading (process) , christian ministry , curriculum , class (philosophy) , mathematics education , pedagogy , obligation , the arts , psychology , language arts , computer science , political science , artificial intelligence , law , archaeology , history
In Japan, the workshop‐style approach for teaching reading has drawn recent attention. However, the obligation to use Ministry of Education–approved textbooks makes applying this method in classes difficult. In this study, we aimed to investigate the possibilities of incorporating workshop‐style lessons into a Japanese language arts class and its benefits for high school students. Based on findings from questionnaires and interviews undertaken with students and reflective dialogues with the teacher, the benefits of incorporating reading workshop–style lessons were examined and compared with the traditional textbook‐style lesson. The main finding is that reading self‐selected books accompanied by teacher/student conferences nurtures good reading habits. Although this study indicates the importance of workshop‐style lessons, it also highlights the benefits and importance of traditional textbook‐style lessons. Finally, how to integrate them into the curriculum is discussed.