Representational Teaching in the L2 Classroom

The author using research by McRae (1991) advocates the implementation of ‘representational’ materials when teaching reading skills to L2 learners. The paper puts forward the relevant research in this area and how it can be applied to L2 learning environments. It should be noted that this style of teaching is sometimes referred to as ‘creative reading’. Next, the paper provides guidance on text selection and the benefits of using representational materials in an L2 pedagogical setting. Finally, the author will detail how he implemented representational task-based activities with a class of nine-year-old L2 learners at an international academy in Seoul, South Korea using two literary texts. The author also notes his observations of student behaviour during the lessons. 

The author using research by McRae (1991) advocates the implementation of ‘representational’ materials when teaching reading skills to L2 learners. The paper puts forward the relevant research in this area and how it can be applied to L2 learning environments. It should be noted that this style of teaching is sometimes referred to as ‘creative reading’. Next, the paper provides guidance on text selection and the benefits of using representational materials in an L2 pedagogical setting. Finally, the author will detail how he implemented representational task-based activities with a class of nine-year-old L2 learners at an international academy in Seoul, South Korea using two literary texts. The author also notes his observations of student behaviour during the lessons.