Implicit learning is the default mechanism for L2 acquisition, so out-of-class extensive reading and listening, run through the school library, builds what PPP courses can’t: fluent access to chunks. Written to persuade colleagues launching a bilingual programme.
Theory cited (as given)
N. Ellis (2005) “At the interface”; Long (2015) on focus on form and inductive chunk learning (MP5); Jordan & Gray (2019) “We need to talk about coursebooks”; Corder (1967) learner syllabus; Bavishi, Slade & Levy (2016) on book reading and longevity.
Library task menu
- Silent book club (self-chosen books); peer book-club talk.
- Book presentations online; 3-minute video reviews; vote on the best quote.
- Six-word stories; letters to a character; scene role-plays.
- Google Docs summaries with peer comments.
- Extensive listening (audiobooks, podcasts) followed by focus-on-form work on target collocations.
Limits
A plan and argument, no outcome data. The longevity study is about reading in general, not L2 learning.
Research context (Claude)
Nation & Waring: learners need ~95–98% known words for comfortable reading, so graded readers at the right level matter more than “authentic” books. Day & Bamford’s ten principles of ER are the standard checklist.
Apply in my context (Claude)
- A class library of graded readers for KET/PET groups, with one task per book from the menu above as light accountability.
Connections
Output tasks after reading boost vocabulary retention · Grammar emerges from usage (emergentism) · Long’s TBLT as the alternative to coursebook PPP