Teaching Reading in Large Classes

dc.creator	Rojas B Leyla María
dc.date	2001-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:24:45Z
dc.date.available	2015-07-20T22:24:45Z
dc.identifier	1657-0790
dc.identifier	https://doaj.org/article/b490507c45d64e0999772d829b66750e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21240
dc.description	This article deals with the problem of overcrowded classes. Ideas from research findings are given in an attempt to approach the teaching of reading at tertiary and secondary levels. This study is mainly based on the analysis of five pedagogical principles that emerged from the Lancaster-Leeds Language Learning in Large Classes Research Project in the United Kingdom (1986- 1999). Emphasis is also made on two important general principles emerging from the project: being realistic and giving more responsibility to the learner. Practical suggestions from research on reading are made based on the principles stated.
dc.language	English
dc.publisher	Universidad Nacional de Colombia, Facultad de Ciencias Humanas
dc.relation	http://www.revistas.unal.edu.co/index.php/profile/article/view/11354
dc.relation	https://doaj.org/toc/1657-0790
dc.rights	CC BY
dc.source	Profile Issues in Teachers' Professional Development, Vol 2, Iss 1 (2001)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Teaching Reading in Large Classes
dc.type	article