It’;;s true ‘;;loud reading’;; has its place in teaching. However, we need to be clear about our objectives. Why do we want to have ‘;;loud reading’;; in class? Is it for helping students to gain some confidence in using English in its oral form or is it for exposing students’;; inabilities? In short, do we have a positive attitude or a negative attitude? In the final analysis, it’;;s the ‘;;attitude’;; that matters. If teachers take a positive attitude any language activity can prove to be useful. The other thing is to know when students can be asked to do ‘;;loud reading’;;, that is, at what stage of learning? My experience tells me that it can be effectively used only after studetns have alreadycomprehended the content.
We can not forget and ignore the fact that when teachers do loud reading it’;;s quite different. Firstly, because they have some experience of loud reading, secondly, they may have already read the text, thirdly they are in a priviledged position of a ‘;;teacher’;;. In short, we need to make a clear difference between the student’;;s loud reading and the teacher’;;s loud reading. We also need to take into consideration the ‘;;context’;; of teaching. What may work in the first language learning context may not necessarily work in the second language learning context. In countries such as India where English is a second language, ‘;;teaching’;; has been equated with ‘;;loud reading’;; by the teacher. Students may be asked to do loud reading, but in most cases it is done with no clear objectives. In spite of the various efforts of introducing changes, we still confront problems. May be it’;;s because it’;;s very difficult to change the ‘;;culture’;; of classrooms, the conventional roles of teachers and students.