Abstract
Extensive Reading (also known as ERS or the Extensive Reading Scheme) in many Hong Kong schools is viewed, organized and promoted in very narrow and limiting terms. Traditionally, ERS is enacted in the selection and reading of a book followed by the completion of the relevant book card. This paper challenges the prevailing paradigm and encourages teachers to transform their ERS lessons by adopting approaches that will activate and enhance pupils' engagement with the ERS books and ultimately re ap long-term benefits in EFL/ESL learning. These approaches include making the aesthetic and affective dimension integral to ERS as well as the promotion and adoption of a Vygotskyian social framework in the structure and design of the activities. A descr iption, examples and illustrations of the activities to promote the two approaches are provided for classroom practitioners.
| Keywords: | extensive reading; social interaction framework; EFL/ESL learning |
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