UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN PEDAGOGÍA DE LOS IDIOMAS
NACIONALES Y EXTRANJEROS
ITINERARIO A language-based approach Name: Christian Jijón
Level: 5th Semester Date: 11/05/2019
April â€“ August 2019
Tabla de contenido A language-based approach Why is it important? Advantages: Disadvantages: How to apply it in the class Example: (A language-based approach) Bibliography
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A language-based approach This approach was created in order to emphasizes the study of the language of literature and this is the beginning for language learners due to this approach it may get responses from the students easier since they are constantly involved in literature. This way, they will able to do a deep analysis of the language of a text in order to make meaningful interpretations. At the same time, students can increase their understanding of English Language by recognizing new lexical categories and grammatical points for making judgements of a particular text. Basically, Literary texts are considered as resources to helping students to improve language proficiency by involving them to the target language and connecting them to specific vocabulary and other aspects of the language. Language based approach is a method for teaching literature in English which is focused on the reading process that allows them creation of their own ideas
easily, in this part the use of a variety of language instruction activities, including brainstorming to activate background knowledge and make predictions, rewriting the ends of stories or summarizing plots, using closed procedures to build vocabulary and comprehension, and incorporating jigsaw reading to allow student to collaborate with others, form opinions, and engage in
spirited debates and the design of drills are important for developing language skills instead of literary skills. In summary, it is an approach that remarks on how certain specific ways of using the language in literary texts could have better impact on studentsâ€™ understanding of the language which leads us to acquire English language in a different way
Why is it important? Because the approach is specialized to respond the language studentsâ€™ needs by providing free access to texts which will expose them to relates and other pieces of literature for developing their sensitive to different genres and most important it allows them to express their personal thoughts and feelings. In addition, by the lecture of texts, students will comprehend better the context and will learn the usage of different language expressions.
It allows students to make meaningful interpretations of the text itself in order to comprehend context and content meaning which help to expand studentsâ€™ knowledge and awareness of English Language in general.
It promotes the development of thinking skills due to while they are reading a text the context acts as a support for inferring ideas and increase their skill of critical analysis.
The use of authentic literature is important because students have the opportunity to learn about people around them, including different cultures and story lines that show a different perspective of the world and this way catch their attention making learning more interesting and avoiding they get bored by typical textbooks.
The development of the 4 skills is achieved by the use of this approach, specially reading skill since working as groups they will get the opportunity for interacting and producing their own ideas.
It promotes an imaginative and representational use of the Language.
At the end of the class, students are given a utilitarian output for using in the real life.
In occasions certain books are not according to the studentsâ€™ level which impedes the understanding of itself.
The pace of reading is different for each student reason why the rhythm of the class chance constantly and sometimes is forced.
If students work individually the teacher can not give the proper guidelines to everybody.
Sometimes the way to assess students is just by open questions written tests or speaking which take a lot of time to grade them, unlike the multiple-choice written tests.
Finding appropriate literature selections that address the skills that students need to learn can be challenging, and finding selections that actually build from one year to the next is virtually impossible.
How to apply it in the class Depending of the case the teacher will look for a particular text
adapted to studentsâ€™ level. During the class students first are given a picture related with the text that they are going to read later. They try to infer what the picture is about and try to use their own experiences for a better understanding. Now teacher provides them the text for
working in the class (groups according to the teacher rules), they will have read and analyze features that text presents, meanwhile the teacher monitors students and verify that everyone is working and collaborating. If they have any doubt about some word or phrase hey may ask to the teacher for help, also in this part for developing pronunciation teacher may use drills. After the reading, teacher presents a set of questions about the lecture in order to verify if the students understood the text. Finally, the teacher ask students gives their opinion and a conclusion of the text. After, teacher will ask students work in an ac-
tivity about a text, a poem, or something related to literature So, the process must be adapted according to the activities that teacher wants to carry out during the class for the students
Example: (A language-based approach) Stage 1: Pre-reading (20 minutes) Activities 1. Teacher greets the students. Teacher asks the students what had they learned in previous lesson. 2. Teacher pastes a picture on the board.
The picture shows a road diverged in two different ways. Road A is the one used by less travelers and Road B used by more travelers. Teacher asks the students to take out their paper and write down the advantages and disadvantages of those roads and choose which road would they travel. Teacher asks the students are they ever faced a situation in life, where they need to choose. Teacher asks the students, what are the things that we should be prioritized in order to make the best decision in life. Rationales of the activities 1. Picture used to trigger students’ attention on today’s lesson. 2. The idea of asking about students’ experiences is to test on students’ schemata. 3. Teacher wants the students know how to differentiate between advantages and disadvantages of their choices.
Stage 2: While-reading Stage (40 minutes) Are You Still Playing Your Flute? – By Zurinah Hassan
Pop Quiz 1. First, teacher asks the students to read the poem silently. Then, teacher asks the students to read aloud the poem in a choral reading. 2. Teacher calls out for volunteers to read the poem in front of the class. The student needs to read the poem according to the correct intonation and style. 3. Teacher divides the students into several groups. For example, Group A, Group B, Group C, Group D. 4. Teacher gives instructions for the next activity. Teacher will read out loud questions that related to the poem ‘Are You Still Playing Your Flute’. Each group needs to appoint one volunteer to write the answer of the question on board. The earliest volunteer come in front with the correct answer will get extra mark.
Comprehension Question 1. Who are the one whom feels guilty in this poem? Why? 2. Why do you think the persona can hears the sound of the flutist? 3. How was the flute being described in this poem? Quote the phrase to justify your answer. 4. What does the word â€˜luxuryâ€™ in the second stanza refers to? Explain your answer. 5.
List the problems that faced by the person in third stanza.
6. If you were the persona, what would you do in order to stop the world from bleeding? Rationales of the activities 1. By doing silent reading, teacher wants the students to recall their previous knowledge and understanding about the poem. 2. The activity of reading aloud is to lessen the possibilities of mispronunciation and other students get to know how to pronounce certain words correctly. 3. The purpose of calling out volunteer to read the poem in a correct manner in front of the class is to identify the hidden skills of the students. 4. Students work in a group so that they know how to divide their work equally and learn how to work with other people in a group. 5. The purpose of reading the questions instead of writing it on a board is to train the students to listen attentively to an instruction and how to put their fully attention on others.
Stage 3: Post reading (20minutes)
1. Teacher asks students to give their feedback on today’s lesson. 2. Teacher summarize today’s lesson and ask students to divides themselves into two large groups. 3. Teacher asks students to come out with their own storyline from the poem ‘Are You Still Playing Your Flute’ and present it in a Choral Speaking Presentation. 4. The teacher acts as facilitator and advisor to supervise the students’ activity. Example of Choral Speaking activity:
Rationales of the activities 1. The purpose of making the storyline is to ensure students had understand the poem thoroughly and able to create their own ideas based on the poem. 2. Through choral speaking, students could figure out their hidden potential skills and make learning process more fun and interesting.
http://1kitaliterature.blogspot.com/p/blogpage_22.html http://www.upsctoday.com/hindi-literature-syllabusfor-upsc/ https://www.timesofyouth.com/racism-literatureexamining-literature-for-answers/ https://yucatancultura.com/literatura/paginas-sobrelibros-lectores-iii/ https://guides.lib.jjay.cuny.edu/c.php? g=322839&p=2162061