ELTWeekly Vol. 6 Issue#1 | January 6, 2013 | ISSN 0975-3036
This paper discusses whether there is a place for reading aloud (RA) in the modern foreign language classroom, and if so, when and how it should be used. It concentrates on English-as-a-Second-Language (ESL) learners of elementary level and upward who have mastered the skill of assigning sounds to letter-combinations in English. The article asserts that RA can be used to raise awareness of and provide practice in certain phonological aspects of English and certain strategies used to facilitate the production of spontaneous speech and communication. The first section looks at the perceived utility of RA, focusing on RA as reading, speaking, and pronunciation practice and RA as a skill. The next section discusses the use of RA in planning, describing goals, text types, general guidelines, prerequisites, phonological features, and strategies facilitating spoken production and communication. The final section presents activities for using reading aloud. The activities involve reading transcripts of items from radio and television news, pretending to be actors auditioning for a role with an unrealistic script that must be improved, and acting as storytellers and judges of storytellers. (Contains 31 references.) (SM)