THE ENGLISH READING STRATEGIES OF TWO COLOMBIAN ENGLISH PRE-SERVICE TEACHERS

• Main Authors: Ángela López Velásquez, María Cristina Giraldo
• Format: Article
• Language: English
• Published: Universidad de Antioquia 2011-08-01
• Series: Ikala: Revista de Lenguaje y Cultura
• Subjects: estrategias; comprensión lectora; metacognición; maestros de inglés en formación
• Online Access: http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-34322011000200003&lng=en&tlng=en

This study focuses on the findings of a research project that aimed at identifying the English reading comprehension strategies used by two preservice English teachers, one a successful reader and the other one a less successful reader. The participants were students of a B.Ed. undergraduate program at a public university located in the Colombian Eje Cafetero. Methodological procedures included the collection of reading data through think-aloud protocols, and analysis was based on the constant-comparative method (Glaser & Strauss, 1999). Findings suggest that three main differences characterized the reading of the two TEFL readers: the number of strategies evoked, the frequency of their use, and the effectiveness of the strategy used by each reader. The article addresses implications for reading instruction and research based on both cases.