16 english children literature

16 English Children's literature: techniques of didactic application â—?

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English Children's Literature

Techniques of didactic application to accede oral comprehension, initiate reading habits and sensitize in the poetic function of language

DUNN, O. (1982): Developing English with Young Learners, MacMillan, London.

ELLIS, G; SINCLAIR, B. (1988): Learning to learn English, CUP, Cambridge.

Defining Literature ●

Oxford English Dictionary: “acquaintance with letters”

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Common meaning:

15. gaia

a whole body of literary work, considering any form of writing, often related to a specific culture. ●

CHILDREN'S LITERATURE Literature written specifically for children, though many books

that have been written for adults are now considered for children (Mark Twain, Huckleberry Finn) and viceversa (Phillip Pullman, The Amber Spyglass).

There are also children's and adults' editions of the same book (Harry Potter) ●

Usually: fairy tales, nursery rhymes, voyages of discover... without adult influence. But also, stories that talk about transition to adulthood.

16.1. English Children's Literature Happy ending recommended

Written for children

Content may be didactic

Children as protagonists

Not adult themes: appropriate for children

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CHARACTERISTICS OF CHILDREN'S LITERATURE

Story is plot-oriented: Dialogues and events more frequent than descriptions Fantasy and adventure elements

Relatively short Simple language

Illustrations: younger readers, more illustration

These can be: pre-readers, early readers, chapter books, young adults editions, abridged editions, picture books, rebus stories...

16.1.2. MOST INFLUENCIAL CHILDREN'S LITERATURE ORBIS PICTUS Jan Ámos Komensky

First picture book published especially for children.

1658.

A LITTLE PRETTY POCKET – BOOK John Newbery

The beginning of the pleasure reading marketed specifically for children. 1744.

FAIRY TALES COLLECTION THE PILGRIM'S PROGRESS FROM THIS WORLD TO THAT WHICH IS TO COME

By John Bunyan (1678). Christian allegory with great influence in children's fantasy.

SLOVENLY PETER

By Heinrich Hoffmann (orig. german). Grotesque humour + modern picture for book design

FIVE ON A TREASURE ISLAND

By Enid Blyton (1942), famous collection for young readers.

THE CAT IN THE HAT

By Dr. Seuss (1957). first high quality limitedvocabulary book for early readers

HARRY POTTER COLLECTION

By J.K. Rowling (from 1997 on). Bestseller worldwide.

CHARLIE AND THE CHOCOLATE FACTORY

By Roald Dahl. Also wrote Matilda.

THE JUNGLE BOOK

By J.R. Kipling (1894). Nobel Prize writer.

CARNEGIE MEDAL IN LITERATURE: for new works for children and young readers awarded every year.

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Nursery rhymes –

Many times related to historical events: remember, remember the fifth of November (Guy Fawkes Night)

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Are often associated to specific

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Passed down from generation to generation through – ● ● ●

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oral tradition.

In the United Kingdom

Jack and Jill (17th century: violent in nature) Sing a song of Sixpence (older) Mother Goose rhymes collection (Middle Ages) –

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actions, motions or dances.

In the USA

Mary had a little lamb Tommy Thumb

16.2. Techniques of didactic application 16.2.1. METHODOLOGICAL ASPECTS ●

Practice of Intensive and Extensive oral compr.

Aims: acquisition of vocabulary, structures and phonetics.

Strictly controlled by the teacher Use of adapted material

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Student alone discovers the meaning of input.

Less control from teacher Global meaning + important

Requirements for activity selection: –

Recorded beforehand: teacher's and native voices.

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Topics, functions and vocabulary to be practised

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Adapted to level and timing (avoid stress)

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Visual aids

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Insist on global meaning

3, 7 gaiak

16.2.2. TECHNIQUES TO IMPROVE READING HABITS Sustained Silent Reading (SSR) ●

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Every day routine: for a designated time period sustained silent reading at school.

Students can select their reading material and there is no comprehension checks

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Helps changing attitude towards reading

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Teacher is a role model: has to read in SSR

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Long term project: improvements in comprehension after five months or more

Extensive Reading ●

Characteristics of the Extensive Reading Approach: –

Read as much as possible, in and out the classroom Reading for pleasure, not oriented to exercises. ● Individual and silent reading Variety of materials. Within students' vocabulary and grammar competence. ●

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Reading speed is usually faster.

Freedom to chose

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When and where to read ● To stop reading, interest is important Teachers' role:

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Orienting students to the goals of programme Be a role model as a good reader.

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Guidelines for Extensive Reading Programme implementation –

Maximize Learner Involvement: active role in management and administration of the programme

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Reader Interview: regular interviews between teacher and student is key for motivating and monitoring progress.

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Read aloud to the class: model pronunciation provided.

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Student presentation

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Writen work based on the reading: sharing reader's thoughts.

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Use audio material: recordings for listening to learn pronunciation

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Avoid the use of tests: stress- free conditions provided

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Discourage the over-use of dictionaries: best located in intesive reading lessons

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Monitor students' reading for resources administration and tracking habits

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Maintain entertainment: through multimedia (audio, films...)

16.2.3. Other exercises â—?

15 Exercises proposed by the International Reading Association (IRA): read, write, think.

Fluency

Integrated curriculum

Literature study

Interactive Reading

Critical literacy Content reading

READ, WRITE THINK

Process writing

Research Vocabulary Genre study Comprehension

Language conventions Word recognition

Writing to learn