17 Citation: Bland, J. (2022) Deep reading and in-depth learning in English language education. In M. Dypedahl (Ed.), Moving English language teaching forward (Ch. 2, pp. 17–44). Cappelen Damm Akademisk. https://doi.org/10.23865/noasp.166.ch2 License: CC BY-NC-ND 4.0 CHAPTER 2 Deep Reading and In-depth Learning in English Language Education Janice Bland Nord University Abstract: is chapter focuses on the opportunities of deep reading for in-depth learning. By in-depth learning, not only deepening but also widening of English teaching is meant – embracing cross-curricular learning on subjects that are interdisciplinary and relevant for students’ out-of-school lives. e importance of connectedness for in-depth learning is discussed, and the how of deep reading is examined – both the physical aspect of reading – on paper as opposed to read- ing on screens, and a suggested structure for responding to texts in the classroom. I describe an example of in-depth learning using a framework for deep reading with e Sleeper and the Spindle (2014) by Neil Gaiman, illustrated by Chris Riddell, and incorporating other related texts such as different versions of fairy tales. With the deep reading framework, four interweaving steps suggest ways that students could be supported with unpuzzling, investigating, critically engaging with literary texts, and experimenting with creative response. e suggested activities include recipro- cal teaching, exploring the multisensory nature of story, inferencing global issues such as gender, ageism, and ableism, activating agency through media literacy, and creative writing. Introduction In this chapter, I question how deep reading of an adolescent-friendly literary text could pursue in-depth learning in English language education. Applying a deep reading framework to Neil Gaiman and Chris Riddell’s e Sleeper and the Spindle (2014), I examine how this work (an illustrated