Teacher Workshop 3: An Introduction to Extensive Reading: Creating Engaging Reading Materials

Following the morning’s film screening at Old College (MacLaren Stuart Room, G.159), University of Edinburgh, the same venue hosted a Japanese language teacher workshop in the afternoon (13:00–15:30) on 22 February 2025. Led on a voluntary basis by Edinburgh-based Japanese language teacher Ms Hitomi Kobayashi, around sixteen participants explored the practice and pedagogy of extensive reading in Japanese. Among the attendees were several PhD students from the JF/BAJS PhD Workshop, who continued their engagement in Japanese language learning and teaching. The workshop unfolded in a warm and collaborative atmosphere, with participants actively experimenting with reading materials prepared by the instructor.

Workshop Aims and Structure

The workshop aimed to enhance teachers’ skills in conducting extensive reading activities by combining theory and practice. Extensive reading has long been recognised as an effective approach in both second and foreign language learning, particularly in English and Japanese education. Yet integrating it successfully into lessons or self-study requires thoughtful preparation and creativity.

In the first half, participants received a concise introduction to the theoretical foundations and practical benefits of extensive reading. Ms Kobayashi shared her expertise on how this approach supports learner autonomy, vocabulary growth, and overall language proficiency.

The second half was highly interactive: participants paired up to rewrite and adapt reading materials, learning hands-on techniques for creating engaging texts suitable for extensive reading. This exercise allowed teachers to deepen their understanding of material design while giving PhD students an opportunity to refine their Japanese and develop “rewrite skills” useful for clearly communicating their research.

Reflections

This workshop exemplified the goals of the BATJ Project, offering a space where teachers and learners could connect theory with practice, exchange ideas, and experiment with materials that support learning Japanese as a foreign language. By combining pedagogical guidance with collaborative hands-on work, the session not only strengthened participants’ teaching skills but also highlighted the importance of engaging, accessible resources for fostering student motivation and language development. Reported by BATJ Project Leader, Atsuko Moriyama