Students will not become enthusiastic readers of literature from a teacher simply assigning reading tasks and assessing the completion of the tasks, especially when the assessment takes the form of threatened quizzes. Instead, as this book shows, teachers have an obligation to reveal to learners the procedures that skilled readers follow as they work with and enjoy literature and a further obligation to help learners to recognize some value in tackling complex works of literature.
Essays by popular children's authors reveal the books that shaped their personal and literary lives, explaining how the stories they loved influenced them creatively, politically, and intellectually.
Miller and Sharp provide the game-changing tools and information teachers and administrators need to dramatically increase children's access to and engagement with books.
The use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning. How do we teach literature online? How do learners react to being taught literature online? Will new genres emerge from the COVID-19 pandemic? Is the literary canon changing? This volume celebrates the vitality of literary and pedagogic responses to the pandemic and presents research into the phenomena observed in this evolving field. One strand of the book discusses literary outputs stimulated by the pandemic as well as past pandemics. Another strand looks at the pedagogy of engaging learners with literature online, examining learners of different ages and of different proficiency levels and different educational backgrounds, including teacher education. Finally, a third strand looks at the affordances of various technologies for teaching online and the way they interact with literature and with language learning. The contributions in this volume take literature teaching online away from static lecturing strategies, present numerous options for online teaching, and provide research-based grounding for the implementation of these pedagogies.
This book unpacks recent changes in the landscape of literature and language teaching, and aims to find new explanations for the altered relationships between readers and writers, the democratisation of authorship, and the emergence of new ways of using language. By examining topics as various as literature and technology, multimodality, and new Englishes, the authors take a fresh look at the use of literature as a tool in the teaching of English to second-language speakers. More than simply a way of teaching aesthetic and ethical values and rhetorical skills, they argue that literature can also be used to help students to critically evaluate assumptions about society, culture and power which underpin the production and reception of texts. The book relates theories of language acquisition and literary criticism to examples of literary texts from a wide range of global literature in English, and discusses new ways of engaging with it, such as transmedia story telling, book blogs and slam poetry. It will be of interest to language teachers and teacher trainers, and to students and scholars of applied linguistics, TESOL, and digital literacies.
Much of teachers’ attention these days is focused on having students read closely to ferret out the author’s intended meaning and the devices used to convey that meaning. But we cannot forget to guide students to have moving engagements with literature, because they need to make strong personal connections to books of merit if they are to become the next generation of readers: literate people with awareness of and concern for the diversity of human beings around them and in different times and places. Fortunately, guiding both students’ personal engagement with literature and their close reading to appreciate the author’s message and craft are not incompatible goals. This book enthusiastically and intelligently addresses both imperatives, first surveying what is gained when students are immersed in literature; then celebrating and explicating the main features of literature students need to understand to broaden their tastes and deepen their engagement, at the same time they meet external standards; then presenting a host of active methods for exploring all major genres of children’s books; and finally presenting suggestions for interdisciplinary teaching units grounded in literature. Created by noted leaders in the fields of children’s literature and literacy, the book is enlivened by recurring features such as suggested reading lists, issues for discussion, links to technology, and annotations of exemplary books.
Short stories as literary work are infinitely beneficial learning materials for learners. Nine short stories presented in this book cover Thematic learning themes for fifth-grade elementary learners. The pieces are specially established based on the integration of the Thematic subject learning themes and Balinese culture accompanied by compatible learning activities in the form of a simple In-Class Activity. Each session covers background information, In-Class Activity, short story, and worksheet. The inclusion of the culture, topic, elements of the story, and learning activities is done carefully to provide learners familiar input yet challenging experiences. Furthermore, it is to help learners develop their language skills, thematic knowledge, cultural introduction, and thinking skills.
This book examines how literary texts can be incorporated into teaching practices in an EFL classroom. It takes a multi-faceted approach to how English language teaching and learning can best be developed through presentation and exploration of literary texts.
This is the third in an important series of books for teachers of English. The focus in this book, aimed at secondary schools, is on preparing teachers for the new TOC-oriented English syllabus. All three language dimensions - KNOWLEDGE, INTERPERSONAL, EXPERIENCE - are addressed. In particular, the use of appropriate techniques and materials is demonstrated for those teachers unfamiliar with the EXPERIENCE dimension. The book demonstrates how texts, techniques and tasks used in secondary classrooms can be MOTIVATING, MEANINGFUL AND MEMORABLE. All the ideas in the book have been tried out by local teachers and shown to work. This book is not just for teachers of literature. It is for those who teach the 100,000 school-leavers taking English language examinations every year.
