Welcome to iLinguist.net, the blog of Joey Poulshock (aka Dr. Shock), professor, author, photographer, singer-songwriter, and Editor of ReadOasis.com.
With over 20 years experience in language education, Joey is a Professor (of English Linguistics) in the School of International Communication, Department of Intercultural Communication at Senshu University. He also has taught linguistics and language teaching methods in the Teacher Education Program Meiji Gakuin University. Continue reading
If we ask the average language teacher or learner if they intentionally approach language learning and teaching while using story-based materials or the structure or logic of story, many of them might say “No.” And when language teachers and learners inadvertently shut out story from learning, we could say that they are making a kind of story mistake. We make a story mistake when we think story works only for entertainment, when we think story structure does not work best for communicating facts, and when we think story logic does not mesh with every aspect of language education.
And why should we think it a mistake not to use story as an essential framework in the teaching of language and communication? As we will see below, humans generally experience messages in stories as more understandable, interesting, enjoyable, and memorable. Story works as a most powerful way to put information into human brains. And story stands as a cultural universal that taps into both the emotional and logical sides of human brains. In a word, story packs a powerful impact.
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Experts claim that extensive reading (ER) is an essential practice in language education. But students often consume texts passively, so how can we help learners engage more actively with stories and texts to deepen comprehension and retention? In this workshop, we’ll apply the MINDSETS Framework, an evidence-based approach that guides learners through eight generative learning strategies: Mapping, Imagining, Narrating (self-explaining), Drawing, Summarizing, Enacting, Teaching, and Self-testing. These strategies move learners beyond passive reading, fostering deeper comprehension, effortful retrieval practice, and long-term retention. Participants will experience hands-on activities using MINDSETS techniques to enrich ER practice, mapping key ideas, summarizing creatively, enacting scenes, peer teaching, and self-testing. Through structured exercises and discussion, attendees will leave with a clear actionable framework and practical, adaptable strategies to enhance ER instruction across various proficiency levels. Whether teaching younger learners or adults, this approach makes ER more interactive, reflective, impactful, and fun.
Presented at the Extensive Reading World Congress, Sunday, September 7, 2025
How can we make language learning more memorable and meaningful? Story-logic—the deep structure of narrative built on character, conflict, and attempted resolution—offers a powerful way to enhance comprehension, motivation, and retention. In this session, we’ll explore how story-logic shapes communication and language learning, synthesizing research on how story-driven input boosts engagement and acquisition. We’ll examine findings showing how story-logic amplifies meaning-making, helping learners understand, enjoy, and retain language more effectively. Participants will gain strategies for using story-logic in teaching. We’ll explore techniques that center on predicament-powered, dilemma-driven, and incident-embedded texts and activities. We’ll also try story-logical retelling for retrieval practice and apply narrative techniques to both fictional and factual output. Whether teaching reading or any other skill, story-logic provides a blueprint for making language learning more compelling and effective. Attendees will leave equipped with practical story-logical tools they can use right away.
Presented at the Extensive Reading World Congress Sunday, September 7, 2025
We presented a second iteration of ULTRA at the Extensive Reading World Congress on Saturday, September 6, 2025. Thank you to all of you who attended!
Extensive reading (ER) floods learners with meaningful language, but how do we ensure it sticks? This session introduces ULTRA—a Unified Linguistic Theory of Real Acquisition—a comprehensive, research-informed framework for how language enters brains and becomes fluent output. ULTRA identifies 16 core elements, including input, story-logic, addictive learning, output, fluency, elaboration, and more. After briefly overviewing ULTRA’s core, we will explore key elements that help teachers strengthen and vary their ER practice. We will examine prompts that help learners retell stories out loud (retrieval) and write short reactions or personal connections to what they read (elaboration). We will also consider gamification tools for tracking progress and recognizing achievements (addictive learning). Educators across levels will find actionable ways to lift ER’s impact—practical shifts, not grand fixes. Leave with a clear framework and effective strategies to help learners retain and enjoy ER more—ready to tweak your classroom tomorrow.