The benefits of extensive reading, not just for English learners’ general and academic reading literacy, but also for wider language development, are now well-established. Yet the interplay of students’ first language and English reading experiences, curriculum requirements and course
materials are all powerful constraints on teachers’ approaches to the teaching of reading. Teachers' beliefs about themselves and their own attitudes toward reading are also likely to shape their classroom practice (Gomez, 2009; Macalister, 2010). This paper reports on a study of tertiary
institution teachers and their teaching practices in English language programmes, ranging from beginner level through to academic preparation. Findings come from questionnaires and interviews.The presentation explores how teacher beliefs, views about personal reading, course syllabus and materials all contribute to the understanding and delivery of ‘good practice’ in teaching reading. It
concludes with discussion on implications for course design and teacher development.