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
16.1.1. 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