My compelling question is “How do teachers promote students’ engagement in ESL classroom?”

As we all known, reading has a significant influence in language learning and personal development. Reading, one of four domains as well as a receptive process of language learning, is beneficial for productive process (including writing and speaking) with plenty of new words, expressions, structures, ideas and resources for conversation and so on. As Bushman and Haas (2006) put that the four domains of language-reading, writing, listening and speaking are interrelated and should be taught as an integration process. Literature reading is a very good supporter or bridge to naturally connect these elements together in and outside classroom. Besides, the impact of reading on personal development or life weighs more than language learning. Charles W. Elio once said that “Books are the quietest and most constant of friends; they are the most accessible and wisest of counselors, and the most patient of teachers.” The author of Literature for Today’s Young Adults (2012) also pointed that “It (literature) serve as a discussion topic and a way to relieve embarrassment by enabling people to talk in the third person about problems with which they are concerned. It can give young readers confidence that should they meet particular problems, they will be able to solve them. It can comfort and reassure young adult readers by showing them that they are not the only ones who have fears and doubts.” In a word, the importance of reading is apparent.

However, is that mean we did a good job in reading, especially reading in ESL classroom?

As an elementary English teacher with four years teaching experience, what I observed is not so positive. How do teachers help solve this problem? How do teachers help students be a lifelong reader? How do teachers promote students’ engagement in ESL classroom? All those questions urge me to explore more, think more and learn more.