Bringing Intertextuality Into The Higher Education Classroom: Advancing Reading Comprehension And Motivation To Read

Abstract

Understanding the concept of intertextuality and how it could be applied in the classroom is of profound significance, especially in higher education. However, the utilization of intertextual texts that fully reflect the breadth and scope of the curriculum and, at the same time, motivate students to read and improve their reading comprehension is one of the biggest challenges to most educators. Research shows that many students are struggling to comprehend texts assigned in school, especially at the tertiary levels, which demand reading multiple texts. Most of these assigned reading materials are lengthy and not student-friendly, especially for students with limited or no background knowledge about the topic. Learners who possess sufficient background knowledge and relevant experiences related to the subject, and who recognize its life-long implications, tend to demonstrate higher levels of reading motivation and deeper comprehension. The purpose of this paper is to present a brief review of the concept of intertextuality, its different definitions, types, models, and the selection of intertextual texts when conducting an intertextual lesson requiring students to read multiple texts. Significantly, this paper discusses several ways or methods to promote intertextual connections during classroom instruction with the aim of improving students’ reading comprehension and motivation to read.