Teaching Harry Potter: Reading Aloud?
Reading aloud in class is a topic that sparks plenty of debate among language teachers. While some see it as a cornerstone of developing fluency, others view it as unnecessary or even counterproductive for many learners. Personally, I believe reading aloud can be a valuable tool when used purposefully and with the right students, particularly those who will need to speak or present publicly in English. For other learners, while occasional practice can still be beneficial, it may not always be a central focus of your lessons. Here’s a closer look at the pros and cons of reading aloud, along with suggestions for how to use it effectively in your classroom.
The Pros of Reading Aloud
- Improves Public Speaking Skills
For students who need to deliver speeches, present ideas, or participate in discussions in English, reading aloud is excellent practice. It allows them to work on essential skills such as intonation, chunking, and fluency—key components for effective communication in public speaking or professional settings. - Builds Confidence (When Done Thoughtfully)
Successfully navigating a challenging text can significantly boost students’ confidence, especially for those who are already comfortable with basic pronunciation and structure. - Engages Advanced Learners
For advanced students, reading aloud offers an opportunity to refine their language use. It encourages them to explore elements like tone, rhythm, and character interpretation. Advanced learners can experiment with different vocal techniques, helping them build more natural and engaging speaking skills. - Encourages Pronunciation Practice
If pronunciation is a focus of your class, reading aloud can help students identify and correct issues with stress, rhythm, or individual sounds. By paying attention to their own delivery, students can hone in on specific areas that need improvement.
The Cons of Reading Aloud
- Limited Relevance for Many Learners
For many students, especially younger or lower-level learners, reading aloud may not be a skill they will need in their daily or professional lives. For these students, spending too much time on reading aloud may not always be the most effective use of class time. However, even for these learners, short, low-pressure reading aloud activities can still play a role in building pronunciation skills and fluency. - Stress and Anxiety
For students who lack confidence, reading aloud can be intimidating and stressful. It’s important to be mindful of how this activity might affect learners who may feel singled out or self-conscious. That said, with the right support—such as pair reading, small group activities, or roleplay—this anxiety can often be minimized, allowing all students to participate more comfortably. - Requires Significant Pre-Teaching
To read aloud with accuracy, students need a solid understanding of intonation, chunking, and sentence stress. Teaching these concepts takes time, and for lower-level students, it may not always align with the specific objectives of your course. If you do decide to incorporate reading aloud, it’s important to ensure that there is sufficient groundwork laid for these more advanced skills. - Can Be Time-Consuming
Reading aloud takes longer than silent reading or pair work, and in large classes, it can monopolize valuable class time. To make the most of this activity, it’s important to keep it short, focused, and aligned with specific learning outcomes. Consider using reading aloud sparingly or combining it with other activities to maximize class time.
How to Use Reading Aloud Effectively
If you choose to incorporate reading aloud in your lessons, here are a few strategies to make it as effective and beneficial as possible:
- Focus on Advanced Learners
Advanced students are often more equipped to handle the demands of reading aloud. Use it as an opportunity for them to refine their pronunciation, experiment with tone, and explore the nuances of the text. For example, students could read Dumbledore’s speeches or the Sorting Hat’s song in Harry Potter, focusing on expressive delivery and understanding the emotional or rhetorical intent behind the words. - Incorporate Roleplays and Performance
For students who don’t need formal public speaking practice, activities like roleplays or dramatic readings are fun, engaging ways to incorporate reading aloud. By assigning characters and having students perform key scenes from the text, you lower the pressure of the activity while still allowing students to practice expression and fluency. - Use Choral and Echo Reading for Lower Levels
For beginners or younger learners, choral reading (where students read together as a group) or echo reading (where students repeat after the teacher) can be very effective. These methods provide a safe, supportive environment for practicing pronunciation and rhythm, without singling anyone out or causing stress. - Pair or Small Group Reading
Pair reading allows students to practice aloud in a more relaxed setting. Students can take turns reading short sections of the text, offering feedback and support to each other. This method is less intimidating and allows for more personalized attention and interaction. - Encourage Self-Reading Aloud
Encourage students to read aloud or at least move their lips when reading any text—whether it’s course material, a book they’re interested in, or a news article—when careful reading is required. This practice helps them slow down, focus, and engage more deeply with the material. However, it’s important to note that this should not be used for skimming or scanning tasks, which require faster reading. Reading aloud in this context helps learners concentrate, improves pronunciation, and enhances comprehension. - Make It Purposeful
To ensure reading aloud is meaningful, tie it to a clear objective. Whether it’s improving pronunciation, exploring character voices, or understanding tone, having a defined goal will help make the activity more focused and beneficial.
Alternatives to Reading Aloud
If reading aloud doesn’t align with your students’ needs or learning objectives, there are other things you can do with the text:
- Silent Reading with Discussion: Students read silently and then discuss key points or questions in pairs or groups.
- Listening Exercises: Using an audiobook or listening to a teacher read aloud exposes students to authentic pronunciation and intonation, offering a model for how to speak naturally.
- Shared Reading: In small groups, one student reads aloud while others follow along. The role of reader rotates, giving each student a chance to practice in a low-pressure environment.
Final Thoughts
Reading aloud can be a valuable tool for developing fluency, building confidence, and practicing pronunciation, but it’s not for everyone. It’s best used when students are preparing for situations where public speaking or presentations are required, or when clear learning objectives are in place. For many learners, especially beginners, occasional reading aloud through roleplays, pair reading, or choral reading can be just as effective without overwhelming them. However, for advanced students or those focused on public speaking, reading aloud can provide a powerful opportunity to develop their language skills.
One final point: The one time I think reading aloud should definitely be practiced is in the privacy of students’ own homes. Encouraging students to read aloud (or at least move their lips) when reading any text—whether it’s course material, a book they’re interested in, or a news article—can significantly help them slow down, focus, and improve comprehension. However, this should be done when careful reading is required—not when the goal is to skim or scan for specific information. It’s a simple yet powerful practice for texts that need careful attention, helping learners at all levels engage more deeply with the material and ultimately build better pronunciation and fluency.
What’s your take on reading aloud? Do you use it in your classroom? I’d love to hear your thoughts and experiences!
