Before reading these chapters, I didn't know the importance of reading in a second language. It was explained in all of the chapters that reading definitely makes a huge difference in the comprehension aspect of learning another language.
Grabe in chapter 26 states that, "a large vocabulary is critical, not only for reading, but for all L2 language skills, for academic abilities, and for background knowledge" (279). Building a large vocabulary is a hard feat for students as well as a challenge to incorporate it into the classroom. When reading through the dilemmas and the struggle to incorporate reading for fun, I couldn't help but think that I could pretty easily add 10-15 minutes of reading in class every other day or so. Students could also have an assignment or project attached to this extra reading. Each month, a new book could be read and the students could create their own project about it, such as performing skits, making mixed CD soundtracks, creating dioramas or posters about characters or plot, etc. I felt that as long as I was able to have access to decent reading material for the students, whether it be my own books or a book from the school or public library, I would love to add more reading into the curriculum.
I also agreed with Jacobs and Renandya that students need to read material that is not too difficult for their abilities. Therefore, Vygotsky's i+1 wouldn't be the best way to incorporate reading. It is important that we foster a fondness in our students when it comes to reading, simply because it is proven that grades and study skills are directly affected by it. i+1, or incorporating difficult text in a class with ELLs would create a lot of frustration and stress toward reading, which is exactly what shouldn't happen. ELLs would greatly benefit from more reading, and I think it's extremely important that TESOL educators work diligently to add it into their curriculum.
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