‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom

Giovanelli, Marcello and Mason, Jessica (2015) ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom. English in Education, 49 (1). pp. 41-55. ISSN 1754-8845

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This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students’ ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with the novel Holes (Sachar 2000), and the short story ‘The man who shouted Teresa’ (Calvino 1996) respectively, and argue for the benefits of using cognitive linguistics as a tool for teachers and researchers to ‘think with’ when considering reading in the classroom.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/988337
Keywords: Cognitive linguistics, authentic reading, narrative schemas, text world theory, personal response
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1111/eie.12052
Depositing User: Collier, Elanor
Date Deposited: 23 Feb 2016 12:08
Last Modified: 04 May 2020 20:10
URI: https://eprints.nottingham.ac.uk/id/eprint/31832

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