ir true natures, their strengths and weaknesses.
Good children’s literature contains wealth of artistry that model and fosters creative writing. Sensing and understanding how story plot, setting, characterization, style , theme and the format which are crafted by the authors can lead to improvements in pupils’ writings.
Using Children’s Literature in the Classroom
The use of literature has been recognized as being advantageous to academic, intellectual, cultural, and linguistic learning. Using stories or children’s literature in the classroom is a good advantage. Children’s literature not only is able to capture a learner’s attention but it also acts a s a vital tool for provoking conversation and sheer reading enjoyment. Therefore it can be an effective tool to encourage, motivate and engage learners to write. Children literature allows students to visualize how authors use written language to write appealing and entertaining stories and thus multiple extension writing activities can be integrated easily with children’s literature (Paquette, 2007). It is a natural avenue for encouraging and motivating student writers (Morrow, 2005). Providing Children’s Literature in the classroom would definitely offer children with numerous reading and writing benefits. Skills are being applied by learners in all scope of the language arts, including writing, through meaningful experiences with picture books (Jalongo, 2004), and shared book interactions in small or large group settings can lead to purposeful writing discussions and applications (Morrow, 2005). Therefore when learners’ writing is inspired by high-quality picture books and shared with peers, they will benefit from this academically and socially.
Ghosn (2002) had suggested authentic children’s literature to be use in the primary school EFL class and offered four reasons for this. They are;
Authentic literature provides a motivating, meaningful context for language learning, as learners are naturally attracted to stories.
Literature can contribute to language learning. It presents natural language that can foster vocabulary development in context. It also is able to stimulate oral language and involves the learner with the text. It is also a excellent example for top-down approach to language teaching.
Literature can promote academic literacy and thinking skills and prepare children for English-medium instruction.
Literature can function as a change agent: good literature deals with some aspects of human condition and can thus contribute to emotional development of he child and foster positive interpersonal and intercultural attitudes.
Using children's literature can be an effective and enjoyable way to teach language. Students who are intrigued by a story forget their worries and anxieties about the learning a new language.
The Use of Literature/Stories in Writing
Stories are told for different purposes. In an article by McTigue (2010) she had stated that
‘...storytelling is a useful management strategy for restlessly awaiting students, but had never valued it for teaching....in addition to entertaining my students, it led to teaching discovery for reading comprehension.’
Stories with strong organizational patterns often free children from overwhelming set of problems – how to begin, organize, sus
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