It’s an often unchallenged mantra of many ELT writers, methodologists and commentators that ‘reading aloud’ is an ineffective or misguided practice in English language classrooms (e.g., Wilson, 2019; also see this recent Twitter discussion). This mantra is frequently propagated by trainers on generic initial certification courses designed for teachers of adults, such as the Cambridge…… Continue reading “Reading aloud”: What it’s really called and why it’s essential to formal language learning