UNIT 16
CHILDREN’S LITERATURE IN ENGLISH. TEACHING TECHNIQUES TO AID ORAL COMPREHENSION, TO INITIATE AND FOSTER READING HABITS, AND TO INTRODUCE STUDENTS TO THE POETIC FUNCTION OF LANGUAGE.
CONTENTS
TEACHING TECHNIQUES TO AID ORAL COMPREHENSION; TO INITIATE AND FOSTER READING HABITS AND TO INTRODUCE STUDENTS TO THE POETIC FUNCTION OF LANGUAGE.
CHILDREN’S LITERATURE IN ENGLISH LANGUAGE
Once upon a time...
CHILDREN’S LITERATURE IN ENGLISH LANGUAGE
Literature for children can be divided into two groups: narrative and verse. Narrative is all traditional tales and stories written in simple language. Verse can be poems or songs where rhythm is an essential element.
Characteristics of Narrative and Verse
Common characteristics:
- Repetitive structures.
- Introduce new language into a context.
- Motivating.
- Introduce the cultural element and establish a relationship with other subjects.
- They develop receptive skills (reading and listening).
- They are usually accompanied by gestures and body language.
Children’s literature in Great Britain
15th century: William Caxton, the first English printer,
16th century: “Chapbooks”: illustrated tales and ballads collected from oral tradition. The tales were legends and old stories such as “Jack and the Beanstalk”
17th century: literature was influenced by moral puritan principles; those books had didactic and moralizing purposes. Two examples of that literature were: A book for boys and girls or Country Rhymes for Children, by H. Bunyan.
In the 18th century we can highlight two important events: on one hand John Locke’s pedagogical theories influenced children’s literature (he believed that children learnt through games) as a consequence, John Newberry published Lottery Book; a book where children learnt to read playing lottery; he also printed Goody two-shoes, considered the first real book for children.
On the other hand, English literature entered in the modern age with new plots and ideas; for the first time the common man was the main character in books. Some of the books of this age were originally done for adults but they turned into children’s books, As “Robinson Crusoe”, by Daniel Defoe or “Gulliver’s Travels” by Jonathan Swift.
At the end of the century Ann and Jane Taylor wrote “Original Poems for Infant Minds”, a specific book for little children with a moralizing tone.
19th century is divided in four periods:
1. Authors like Charles Dickens attacked rich and powerful people for their cruelty towards the weak and poor. He wrote “Oliver Twist” and “David Copperfield” where he denounced the situation of children in the society.
2. Books are now written for children to enjoy: The moralizing tone gives way to a humorous trend: Nonsense Literature. The two main representatives of that kind of literature are Lewis Carroll who wrote “Alice in Wonderland” and Edward Lear, author of “Book of Nonsense” which is made up of nursery rhymes and limericks.
3. Adventure novels started to gain importance, and books as “Treasure Island” wrote by Robert Stevenson and “The Jungle Book”, written by Rudyard Kipling, were published.
4. Oscar Wilde wrote books of morality such as “The Happy Prince” or “The Egoist Giant”.
20th century: British authors share the adventure issue and the love and respect for animals.:
- James Matthew Barrie: “Peter Pan”
- Beatrix Potter: “Peter Rabbit”
- A.A. Milne: “Winnie-the-Pooh”
- Kenneth Grahame: “The Wind in the Willows”
- Pamela Travers: “Mary Poppins”
- J. K. Rowling: “Harry Potter”
Children’s literature in the USA
2-
TEACHING TECHNIQUES TO AID ORAL COMPREHENSION; TO INITIATE AND FOSTER READING HABITS AND TO INTRODUCE STUDENTS TO THE POETIC FUNCTION OF LANGUAGE.
Criteria for selecting literary texts.
Children’s literature in relation to the four skills
The predominant skill is listening
Then, speaking, as students can sing the songs, we have taught them, or role play a story that we have told them. .
we can integrate the four skills. Asking them to read up and write some answer to questions about the book.
Techniques to aid oral comprehension
Our voice plays a very important role
Types of Activities:
The use of visual aids
We can also use gestures and miming to help students understand
Techniques to initiate and foster reading habits
Reading comprehension is of great importance for the current education law,
Brewster establishes some ideas about creating book corners in class:
- Decorate the corner with artwork done by students. - Getting pupils to write comments about books and stick them on the wall. This motivates other students towards reading.
- Keep a class record of books that have been read.
- Involve students in the organisation of the book corner through the naming of a librarian.
- devise a lending system
The main goal of reading in FLT should be to enable students to cope with a variety of texts understanding the general meaning of them
spelling
- Associating the visual form with the picture
- Games (bingo, crosswords, hangman…)
Tecniques to introduce students to the poetic function of language
Teachers can use rhythm and rhyme to show the beautiful aspects of sound when reading a literary text: limericks, nursery rhymes or even stories have a marked musicality, enabling children to grasp rhythmic patterns.
Teachers can use different activities to introduce the poetic function, such as changing the last verse of a rhyme, to change one word in a verse or to invent a similar rhyme.
playing with sounds
unit 16
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Transcript
UNIT 16
CHILDREN’S LITERATURE IN ENGLISH. TEACHING TECHNIQUES TO AID ORAL COMPREHENSION, TO INITIATE AND FOSTER READING HABITS, AND TO INTRODUCE STUDENTS TO THE POETIC FUNCTION OF LANGUAGE.
CONTENTS
TEACHING TECHNIQUES TO AID ORAL COMPREHENSION; TO INITIATE AND FOSTER READING HABITS AND TO INTRODUCE STUDENTS TO THE POETIC FUNCTION OF LANGUAGE.
CHILDREN’S LITERATURE IN ENGLISH LANGUAGE
Once upon a time...
CHILDREN’S LITERATURE IN ENGLISH LANGUAGE
Literature for children can be divided into two groups: narrative and verse. Narrative is all traditional tales and stories written in simple language. Verse can be poems or songs where rhythm is an essential element. Characteristics of Narrative and Verse Common characteristics: - Repetitive structures. - Introduce new language into a context. - Motivating. - Introduce the cultural element and establish a relationship with other subjects. - They develop receptive skills (reading and listening). - They are usually accompanied by gestures and body language.
Children’s literature in Great Britain 15th century: William Caxton, the first English printer, 16th century: “Chapbooks”: illustrated tales and ballads collected from oral tradition. The tales were legends and old stories such as “Jack and the Beanstalk” 17th century: literature was influenced by moral puritan principles; those books had didactic and moralizing purposes. Two examples of that literature were: A book for boys and girls or Country Rhymes for Children, by H. Bunyan.
In the 18th century we can highlight two important events: on one hand John Locke’s pedagogical theories influenced children’s literature (he believed that children learnt through games) as a consequence, John Newberry published Lottery Book; a book where children learnt to read playing lottery; he also printed Goody two-shoes, considered the first real book for children. On the other hand, English literature entered in the modern age with new plots and ideas; for the first time the common man was the main character in books. Some of the books of this age were originally done for adults but they turned into children’s books, As “Robinson Crusoe”, by Daniel Defoe or “Gulliver’s Travels” by Jonathan Swift. At the end of the century Ann and Jane Taylor wrote “Original Poems for Infant Minds”, a specific book for little children with a moralizing tone.
19th century is divided in four periods: 1. Authors like Charles Dickens attacked rich and powerful people for their cruelty towards the weak and poor. He wrote “Oliver Twist” and “David Copperfield” where he denounced the situation of children in the society. 2. Books are now written for children to enjoy: The moralizing tone gives way to a humorous trend: Nonsense Literature. The two main representatives of that kind of literature are Lewis Carroll who wrote “Alice in Wonderland” and Edward Lear, author of “Book of Nonsense” which is made up of nursery rhymes and limericks. 3. Adventure novels started to gain importance, and books as “Treasure Island” wrote by Robert Stevenson and “The Jungle Book”, written by Rudyard Kipling, were published. 4. Oscar Wilde wrote books of morality such as “The Happy Prince” or “The Egoist Giant”.
20th century: British authors share the adventure issue and the love and respect for animals.: - James Matthew Barrie: “Peter Pan” - Beatrix Potter: “Peter Rabbit” - A.A. Milne: “Winnie-the-Pooh” - Kenneth Grahame: “The Wind in the Willows” - Pamela Travers: “Mary Poppins” - J. K. Rowling: “Harry Potter”
Children’s literature in the USA
2-
TEACHING TECHNIQUES TO AID ORAL COMPREHENSION; TO INITIATE AND FOSTER READING HABITS AND TO INTRODUCE STUDENTS TO THE POETIC FUNCTION OF LANGUAGE.
Criteria for selecting literary texts.
Children’s literature in relation to the four skills
The predominant skill is listening
Then, speaking, as students can sing the songs, we have taught them, or role play a story that we have told them. .
we can integrate the four skills. Asking them to read up and write some answer to questions about the book.
Techniques to aid oral comprehension
Our voice plays a very important role
Types of Activities:
The use of visual aids
We can also use gestures and miming to help students understand
Techniques to initiate and foster reading habits
Reading comprehension is of great importance for the current education law,
Brewster establishes some ideas about creating book corners in class: - Decorate the corner with artwork done by students. - Getting pupils to write comments about books and stick them on the wall. This motivates other students towards reading. - Keep a class record of books that have been read. - Involve students in the organisation of the book corner through the naming of a librarian. - devise a lending system
The main goal of reading in FLT should be to enable students to cope with a variety of texts understanding the general meaning of them
spelling - Associating the visual form with the picture - Games (bingo, crosswords, hangman…)
Tecniques to introduce students to the poetic function of language
Teachers can use rhythm and rhyme to show the beautiful aspects of sound when reading a literary text: limericks, nursery rhymes or even stories have a marked musicality, enabling children to grasp rhythmic patterns.
Teachers can use different activities to introduce the poetic function, such as changing the last verse of a rhyme, to change one word in a verse or to invent a similar rhyme.
playing with sounds