For most instructors and learners, assessment rhymes with stress and anxiety. The aim of the workshop is hopefully to convince participants that if a different approach / attitude to assessment (alternative assessment) that's not that rigorous and rigid were adopted, this could have a great impact on learning and classroom instruction. Participants will be first reminded of the main notions relating to assessment. Through a video, they will then be invited to infer the main features underlying Alternative Assessment (AA), explore some sample AA techniques and describe the teacher's and learner's roles within each. The last (and hopefully most interesting) part, time permitting, should be devoted to a group discussion on how the notions and strategies above could be implemented in the Moroccan school context.

1. Promoting Extensive
Reading within the Access
Program
MATE Sixth Management Seminar,
Marrakech, November 3rd, 2012.
Abdellatif Zoubair.
Email: abdellatif.zoubair@gmail.com
Web: www.zoubaireltcommunity.ac.ma
MATE 6th Management
Seminar, Nov. 12

2. Outline
1.
2.
3.
4.
5.
6.
7.
Definition (s)
Terminology
Features
Rationale
Formats
Successful ER programs
Food for thought
MATE 6th Management
Seminar, Nov. 12

3. To reflect on

“In teaching you cannot see the fruit of a day's
work. It is invisible and remains so, maybe for
twenty years.”
— Jacques Barzun (1907-2012)
MATE 6th Management
Seminar, Nov. 12

4. What is it?

« Reading large amounts of materials for general
understanding »
(Day and Bamford 1998)

“The reading of large amounts of material in the
second language over time for personal pleasure or
interest, and without the addition of productive tasks
or follow up language work”
Hafiz and Tudor (1989)
MATE 6th Management
Seminar, Nov. 12

5. 
“Reading in which learners read large
quantities of material that is within their
linguistic competence”
Grabe and Stoller (2002)
MATE 6th Management
Seminar, Nov. 12

6. 
“Reading not merely as translation or as a
skill, but as an activity that someone chooses
to do for a variety of personal, social, or
academic reasons”.
(Day and Bamford 1998)
MATE 6th Management
Seminar, Nov. 12

7. 
"Extensive reading means reading in quantity
and in order to gain a general understanding of
what is read. It is intended to develop good
reading habits, to build up knowledge of
vocabulary and structure, and to encourage a
liking for reading."
Richards, 2010.
MATE 6th Management
Seminar, Nov. 12

8. II. Terminology

1. Pleasure reading

2. Free voluntary reading

3. SSR

4. . . .
MATE 6th Management
Seminar, Nov. 12

9. III. Extensive versus intensive
reading:






Amount
Purpose
Guidance
Level
Speed
...
MATE 6th Management
Seminar, Nov. 12

10. IV. Rationale
1.
2.
3.
4.
5.
6.
7.
provide input
promote autonomy
develop reading habit
maximize enjoyment
foster other skills
gain insights into cultures
...
MATE 6th Management
Seminar, Nov. 12

11. V. Formats

1. one-page stories

2. picture stories

3. cartoons

4. graded readers
MATE 6th Management
Seminar, Nov. 12

12. 
5. simplified series

6. original versions

7. . . . .
MATE 6th Management
Seminar, Nov. 12

13. VI. Features of successful extensive
reading programmes:
1.
Amount of materials
2.
Choice
3.
Variety
4.
Level of comprehension
MATE 6th Management
Seminar, Nov. 12

14. 5. Post-reading work
6. Role modeling
7. Keeping track of progress
8. Monitoring
MATE 6th Management
Seminar, Nov. 12

15. VII. Evaluation
1.
2.
What extensive reading opportunities are
offered to our learners?
How does the component compare against
the criteria?
MATE 6th Management
Seminar, Nov. 12

16. To reflect on (2)

' ... when second language acquirers read for pleasure
they can continue to improve in their second language
without classes, without teachers, without study, and
even without people to converse with ... '
Stephen Krashen,
The Power of Reading, (2nd ed. 2004 p147)
MATE 6th Management
Seminar, Nov. 12

17. ¤Bibliography



-Davis, C. (1995). Extensive reading: an expensive
extravagance? ELT Journal, 49, 329-336.
-Day, R. R., & Bamford, J. (1998). Extensive reading
in the second language classroom. Cambridge:
Cambridge University Press.
-Grabe, W. (2002). Reading in a second language. In
R.B. Kaplan (Ed.), The Oxford handbook of applied
linguistics (pp. 49-59). New York: Oxford University
Press.
MATE 6th Management
Seminar, Nov. 12

18. 



-Hill, D. R. (1997c). Setting up an extensive reading
programme: Practical tips. The Language Teacher,
21(5), 17-20.
-Krashen, S. (2004) . The power of reading: Insights
into Research. 2nd ed. London: Heinmann.
-McCracken, R. A. (1971). Initiating sustained silent
reading. Journal of Reading, 14, 521-524, 582-583.
-Renandya, W. A. (2007). The power of extensive
reading. RELC Journal, 38, 133-149.
MATE 6th Management
Seminar, Nov. 12

19. 
-Richards, Jack C. & Scmidt, R. 2010.
Dictionary of Language Teaching and Applied
Linguistics. Longman.
MATE 6th Management
Seminar, Nov. 12

20. Thank you for your your attention!
MATE 6th Management
Seminar, Nov. 12