Puvana Gnanasagaran is an educator and teacher trainer at the English Language Teaching Centre (ELTC), Malaysia. She holds an M.Ed. in TESOL from Universiti Sains Malaysia. Her professional interests include integrating technology, especially AI, into higher education, and promoting digital literacy in language classrooms. An active life member of the Malaysian English Language Teaching Association (MELTA), she is committed to fostering professional growth, collaboration, and innovation in ELT. Email: gpuvana@ipgm.edu.my

 

An overarching view

Jacobs and Renandya’s (2025) article, Reading Aloud with Everyone (published in HLT), advocates for the pedagogical and personal benefits of reading aloud across all age groups, positioning it as a tool to enhance teacher well-being and instructional practice. By integrating work-life balance with professional development, the authors argue that reading aloud fosters bonding, models lifelong learning, and address the decline in reading habits in an increasingly digital world. The article outlines practical strategies to overcome obstacles such as resistance to participation, time constraints, and material selection, while emphasising dialogic interaction and emotional engagement.

 

Key insights and perspectives

A chief strength of the article lies in its interdisciplinary perspective, which merges ELT pedagogy with broader educational and social issues. By reframing reading aloud as a “dialogic process” (Holt & Asagbra, 2021), Jacobs and Renandya position it as a platform for emotional connection and collaborative meaning-making—goals that resonate strongly with communicative language teaching principles (Trelease & Giorgis, 2019). The inclusion of diverse age groups—from young children to the elderly—expands traditional perceptions of read-aloud practices, suggesting potential applications in community and intergenerational programmes.

The authors also address practical challenges with noteworthy clarity. Their recommendation to involve participants as active readers—such as having students share their assignments—demonstrates a nuanced awareness of learner autonomy, a key tenet of person-centred education (Jacobs & Renandya, 2025). Equally commendable is their advocacy for flexible text selection, including the use of children’s books for older audiences, recognising these materials’ accessibility and potential to spark positive emotions. While such suggestions are grounded in experiential wisdom, empirical validation through classroom studies would strengthen the credibility of these insights.

 

Theoretical contributions and practical applications

Jacobs and Renandya meaningfully broaden the scope of reading aloud within ELT, redefining it as a versatile, multigenerational practice. The emphasis on bonding and emotional engagement aligns well with sociocultural learning theories, which stress how social interaction underpins cognitive development (Vygotsky, 1978). Furthermore, their incorporation of work-life balance considerations—emphasising meaningful non-school activities over mere time allocation—offers a fresh perspective on teacher well-being in environments that often demand high emotional and cognitive labour.

From a practical standpoint, the authors propose easily adaptable strategies for busy schedules, including reading aloud during commutes and mealtimes. The suggestion to use children’s books with adults, while unconventional, is justified through their potential to evoke nostalgia and reinforce values like kindness, though this may require cultural sensitivity depending on the audience (Banks, 1999).

 

Potential challenges and considerations

While the article provides compelling arguments, it relies heavily on anecdotal evidence and practitioner insights rather than empirical data. For instance, assertions about read-aloud sessions improving mental health or intergenerational understanding would benefit from references to psychological or gerontological studies. Furthermore, while the authors’ innovative approach to using children’s literature with adults holds promise, it could run the risk of oversimplification and be misinterpreted as patronising without clear contextual framing or learner input.

 

Concluding reflections

Overall, Reading Aloud with Everyone is a forward-thinking contribution to ELT literature, illuminating how reading aloud can foster not only linguistic development but also emotional connectivity and teacher well-being. By deftly intersecting pedagogy, psychology, and sociology, Jacobs and Renandya speak to educators, caregivers, and community organisers alike. While future empirical inquiries could further validate and strengthen certain claims, the article succeeds in reimagining reading aloud as a timeless, inclusive practice that transcends age barriers and fosters human connection.

 

References

Banks, C. (1999). Reading aloud to the elderly. The Lancet, 354, SIII10–SIII11.

Holt, Y., & Asagbra, E. (2021). Implementing dialogic reading intervention through community-based participatory research: A tutorial. Language, Speech, and Hearing Services in Schools, 52(1), 4–15. 

Jacobs, G. M., & Renandya, W. A. (2025). Reading aloud with everyone. HLT.

Trelease, J., & Giorgis, C. (2019). Jim Trelease’s read-aloud handbook (8th ed.). Penguin.

Vygotsky, L. S. (1978). Mind in society. Harvard University Press.

 

Please check the Pilgrims in Segovia Teacher Training courses 2026 at Pilgrims website