OVERCOMING BOUNDARIES TOWARDS EFLIT EDUCATION IN THE DIGITAL ERA: EFL UNDERGRADUATE’S READING HABITS IN RETROSPECT (MADEIRA, 1998-2008)
University of Madeira, Arts and Humanities Centre, Madeira, Portugal
At a time when individuals are required competence in (Micklos 2001: 5) “new literacies” in a technological world (Ong, 1993), this paper suggests a renewed view on an ever-problem posing issue: reading literary texts intensively and extensively in English as a foreign or international language. Indeed, research in this field has accounted for the role of reading literary texts, for instance, to facilitate the encounter between mother tongue (L1) and foreign language (FL), thus enabling speakers to interact with broader communicative contexts in the global world. This paper draws on evidence from an empirical study undertaken in Madeira Island, back in 1998-9, compared with data collected in 2008-9. Evidence from learners’/undergraduates’ reading habits in a FL context sheds some light on the need to devise strategies to improve reading and research environments among Humanities undergraduates at university level. The process of interpretation of respondents’ output borrowed from a cross-disciplinary framework (Traugott, & Pratt 1980), in a postmodern paradigm of applied research to which Foucault (1972), Bakhtin ( 1990) and Barthes (1990) have left their contribution, also resorting to exploratory data (Woods et al. 1996).
Keywords: Reading Habits; Literacy; FL education; Literary text.
Alderson, C., & Bachman, L. (Eds.) (2000). Assessing reading. Cambridge: Cambridge University Press.
Aston, G. (1988). Learning comity. Bologna: Editrice CLUEB.
Bakhtin, M. (1990). Speech genres and other late essays  (trans. Vern. McGee). Austin: University of Texas Press.
Barthes, R. (1977). Image, music, text (trans. Stephen Heath). London: Fontana Press, HarperCollins Publishers.
Barzun, J. (1991). Begin Here: The forgotten conditions of teaching and learning. Chicago: University of Chicago Press.
Bearne, E., & Kress, G. (2001). Editorial. Reading Literacy and Language. Literacy UKLA, 35(3), 89-93. DOI: https://doi.org/10.1111/1467-9345.00168
Biber, D., Conrad, S., & Reppen, R. (1998). Corpus linguistics: investigating language structure and use. Cambridge: Cambridge University Press.
Bouchard, D. (Ed.) (1980). Language, counter-memory, practice: selected essays and interviews by Michel Foucault . New York: Cornell University Press.
Byram, M., Grundy, P. (Eds.) (2003). Context and culture in language teaching and learning. LICE: 6, Multilingual Matters, Clevedon.
Carriere, J.-C., & Eco, U. (2012). This is not the end of the book. Evanston: Northwestern University Press, reprint edition (Sept. 30, 2012).
Carter, R. (1991). Language and literature, an introductory reader in stylistics. London: Routledge.
Carter, R. (1997). Investigating English discourse: language, literacy and literature. London: Routledge.
Carter, R., & McRae, J. (1996). Language, literature and the learner. London: Longman.
Coles, M., & Hall, C. (2001). Breaking the line: new literacies, postmodernism and the teaching of printed texts. Literacy UKRA, 35(3), 111-114.
Dillon, D. R., O'Brien, D. G., & Heilman, E. E. (2000). Literacy research in the next millennium: From paradigms to pragmatism and practicality. Reading Research Quarterly, 35(1), 10-26. DOI: https://doi.org/10.1598/RRQ.35.1.2
Durant, A. (2001). Comprehension and problem-solving in the literature classroom. The Nottingham Linguistic Circular 16, The School of English Studies, University of Nottingham, Nottingham, pp. 1-18.
Durant, A., & Fabb, N. (1990). Literary studies in action. London: Routledge.
Early, M, & Ericson, B. (1993). The act of reading. In E. Clearly, & M.D. Linn (Eds.), Linguistics for teachers, University of Minnesota, Minnesota: McGraw-Hill, pp. 313-324.
Engler, B., &Haas, R. (Eds.) (2000). European English studies: contributions towards the history of a discipline. The English Association, The European Society for the Study of English, Great Britain.
Entwistle, N., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Flood, J., Heath, S., & Lapp, D. (Eds.) (1996). Research on teaching literacy through the communicative and visual arts. New York: Simon & Shuster Macmillan.
Foucault, M. (1972). The archaeology of knowledge & the discourse on language (trans. Sheridan Smith). New York: Pantheon Books.
Freeman, D., & Freeman, Y. (1998). California reading: The pendulum swings. In K. Goodman (Ed.), Defense of Good Teaching: What Teachers Need to Know about the “Reading Wars”, (pp. 73-85). York, Maine: Stenhouse
Gavioli, L., & Aston, G. (2001). Enriching reality: language corpora in language pedagogy. ELT Journal, 55 (3), 238-246. DOI: https://doi.org/10.1093/elt/55.3.238
Gerlach, J. (1985). Towards the end. Alabama: University of Alabama Press.
Gordon, D. (ed.) (2000). The digital classroom: How technology is changing the way we teach and learn. Cambridge, Massachusetts: Harvard Education Letter.
Hall, D., & Hewings, A. (2001). Innovation in English language teaching: a reader. London: Routledge.
Hasan, R., & Williams, G. (1996). Literacy in society. London: Longman.
Hinson, B. (Ed.) (2000). New directions in reading instruction. International Reading Association, Newark.
Laurillard, D. (1997). Rethinking university teaching: a framework for the effective use of educational technology. London: Routledge.
Leavis, F. (1943). Education and the university. London: Chatto and Windus.
Leavis, F. (1948). The great tradition. London: Penguin.
Lewis, D. (2001). Showing and telling: the difference that makes a difference. Literacy UKRA, 35 (3), 94-98. DOI: https://doi.org/10.1111/1467-9345.00169
Light, G., & Cox, R. (2001). Learning & teaching in higher education - the reflective professional. London, California and New Delhi: Sage Publications.
Maddux, C., Johnson L., & Willis, J. (1997). Educational computing: learning with tomorrow’s technologies (2nd ed.). Boston: Allyn and Bacon.
McCracken, S. (1998). Pulp: reading popular fiction. Manchester: Manchester University Press.
McRae, J. (1991). Literature with a small "l". London: Macmillan.
Mcrae, J., & Boardman, R. (1984). Reading between the lines. Cambridge: Cambridge University Press.
Mcrae, J., & Pantaleoni, L. (1994). Words on the page: a course in English literature [1985 / 6]. Florence and Oxford: La Nuova Italia & Oxford University Press.
Micklos, J. (2001). Conference Probes Second Language Research Needs. Reading Today, Newark, vol. 19 (1), pp. 1, 3-5.
Morais, J. (1997). A arte de ler - psicologia cognitiva da leitura  (trans. Cristina Rodriguez). Lisbon: Edições Cosmos.
Naciscione, A. (2001). Phraseological units in discourse: towards applied stylistics. Riga: Latvian Academy of Culture.
Nuttall, C. (1982). Teaching reading skills in a foreign language. Oxford: Heinemann.
Ong, W. (1993). Orality and literacy: the technologizing of the world (5th ed.). London: Routledge.
Pickering, J. (1989). Time and the short story. In C. Hanson (Ed.), Re-reading the short story (pp. 45-54). NY: St. Martin’s Press.
Pope, R. (1995). Textual intervention, critical and creative strategies for literary studies. London: Routledge.
Porter, D. (Ed.) (1997). Internet culture. New York: Routledge.
Prodromou, L. (1992). Mixed ability classes. London: MEP Monographs, Macmillan.
Purves, A., & Niles, O. (Eds.) (1984). Becoming readers in a complex society. Chicago: The University of Chicago Press.
Ramsden, P. (1996). Learning to teach in higher education. London: Routledge.
Scholes, R. (1985). Textual power - literary theory and the teaching of English. New Jersey: Yale University Press.
Sinclair, J. (2004). Trust the text: language, corpus and discourse. London and New York: Routledge.
Sousa, A., & Costa, D. (2001). Broadening horizons in stylistics: the multimedia lab as a challenging tool for text analysis in EFL contexts, http://institucional.us.es/revistas/cauce/24/Sousa.pdf
Suhor, C. (1984). The Role of Print as a Medium in our Society. In A. Purves & O. Niles (Eds.), Becoming readers in a complex society (pp.16-46). Chicago: University of Chicago Press.
Traugott, E., & Pratt, L. (1980). Linguistics for students of literature. San Diego: Harcourt Brace Jovanovich Publishers.
Tuijnman, A. (2000). Global and Local Literacy. Reading Today, Delaware, 18(2), 1-4.
Urquhart, S., & Weir, C. (1998). Reading in a second language: process, product and practice. New York: Addison Wesley Longman.
Weiss, T. (1999). Tradition and the creolization of English studies. Coimbra: Op. Cit., Associação Portuguesa de Estudos Anglo-Americanos, No. 2, pp. 45-64.
Wellek, R., & Warren, A. (1984). Theory of literature (3rd ed.). Florida: Harcourt Brace and Company.
Widdowson, H. (1996). Teaching language as communication . Oxford: Oxford University Press.
Wood, J. (2000). Literacy: Charlotte’s web meets the worldwide web. In D. Gordon (Ed.), The digital classroom: how technology is changing the way we teach and learn. (pp. 117-126). Cambridge, Massachusetts: Harvard Education Letter.
Woods, A., Fletcher, P, & Hughes, A. (1996). Statistics in language studies. Cambridge: Cambridge University Press.
Zyngier, S. (2001). Conhecimento & imaginação. Coletânea dos Trabalhos do IECEL - Encontro de Ciência Empírica da Literatura, Faculdade de Letras da UFRJ, Rio de Janeiro.
How to cite this article: Sousa, A. (2012). Overcoming boundaries towards EFLit education in the digital era: EFL undergraduates’ reading habits in retrospect (Madeira, 1998-2008). Journal of Linguistic and Intercultural Education – JoLIE, 5, 157-190. DOI: https://doi.org/10.29302/jolie.2012.5.9
For details on subscription, go to: http://jolie.uab.ro/index.php?pagina=-&id=19&l=en