Effective use of children's literature for ESL/EFL young learners
DOI:
https://doi.org/10.25170/ijelt.v7i1.1540Keywords:
children's cliterature, critical literacy, ESL/EFL, multicultural children's literature, reading instructionAbstract
Mainly intended for readers from birth to age twelve, according to Galda (2000), children’s literature is the major source to inform young learners about social norms, to teach them different subject matters and to help them develop an interest in pleasure reading. Drawn upon the socio-constructivist’s theoretical perspective, this article identifies several benefits of using children’s literature for young learners who study English as a second/foreign language, including 1) facilitating language and literacy development; 2) promoting intercultural understanding and 3) improving critical thinking skills. To maximize the strengths of children’s literature, language teachers must take into account students’ reading levels and carefully avoid books which reflect gender/ cultural biases. It is also strongly advised that teachers’ instruction encourages students’ personal connections, multiple interpretations as well as critical evaluations of a text.
References
Bishop, R. (1992). Extending multicultural understanding. In B. Cullinan (Ed.), Invitation to read: More children's literature in the reading program (pp. 80-91). Newark, DE: International Reading Association.
Bishop, R. & Hickman, J. (1992). Four or fourteen or forty: picture books are for everyone. In Benedict, S. & Carlisle, L. (Eds), Beyond words: picture books for older readers and writers (pp.1-10). Portsmouth, NH: Heinemann.
Buchanan-Berrigan, Dawna (1989). Using children's books with adults: Negotiating literacy. The Ohio State University). ProQuest Dissertations and Theses, 401 p. Retrieved from http://search.proquest.com/docview/303826385?accountid=12699
Cook-Cottone, C. (2004). Constructivism in family literacy practices: parents as mentors. Reading Improvement. 41(4). 208-216.
Elley, W. & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19(1), 53-67.
Elley, W. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187.
Gardner, M. (1988). An educator’s concerns about the California Reading Initiative. New Advocate, 1, 250-253.
Galda, L. (2000). Children’s Literature. In B.J. Guzzetti (Eds.), Literacy in America: an encyclopedia of history, theory, and practice. (pp. 64-66). Santa Barbara, CA: ABC-CLIO.
Galda, L., Ash, G. E. & Cullinan, B. E. (2000). Children’s Literature. In M. L. Kamil, P. B. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research. Volume III (pp. 361-375). Mahwah, N.J: Erlbaum Assoc.
Glazer J. & Giorgis C. (2005). Literature for young children. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Hade, D. D. (1988). Children, stories, and narrative transformations. Research in the Teaching of English, 22, 310-325.
Heffernan, L. & Lewison, M. (2000). Making real world issues our business: critical literacy in a third-grade classroom. Primary Voices 9(2), 15– 21.
Ho, L. (2000). Children’s literature in adult education. Children’s Literature in Education, 31(4), 259-270.
Hulstijn, J. H. (2001) Intentional and incidental second language learning: a reappraisal of elaboration, rehearsal and automaticity. In Robinson, P. (Ed), Cognition and second language instruction (pp. 258-287). Cambridge: C.U.P.
Kortenhaus, C. M. & Demarest, J. (1993). Gender role stereotyping in children’s literature: an update. Sex Roles, 28(3/4): 219-32.
Kuo, J. M. (2005). Teaching ESL/EFL students to recognize gender bias in children's literature. The Internet TESL Journal, 6(12). November, 2011. http://iteslj.org/
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In P.J.L. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 126-132). London: Macmillian.
Leland, C., Harste, J., Ociepka, A., Lewison, M., & Vasquez, V. (1999). Exploring critical literacy: you can hear a pin drop. Language Arts, 77(1), 70-77.
Lewison, M., Flint, A., & Van Sluys, K. (2002). Taking on critical literacy: the Journey of newcomers and novices. Language Arts, 79(5), 382-392.
Lewison, M. & Leland, C. (2002). Critical Literacy. In B.J. Guzzetti (Ed.), Literacy in America: an encyclopedia of history, theory, and practice (pp. 108-111). Santa Barbara, CA: ABC-CLIO.
Lewison, M., Leland, C., Flint & Moler. (2002). Dangerous discourses: using controversial books to support engagement, diversity, and democracy. New Advocate, 15(3), 215-226.
Macphee, J. S. (1997). “That’s Not fair!”: A white teacher reports on white first grader’s responses to multicultural literature. Language Art,
74(1), 33-40.
McClure, A. (1995). Censorship of children’s books. In S., Lehr, (Ed.), Battling Dragons, Issues and Controversy in Children’s Literature
(pp. 3-30). Portsmouth, NH: Heinemann.
Mendoza, J. & Reese, D. (2001). Examining multicultural picture books for the early childhood Classroom: possibilities and pitfalls. Early Childhood Research & Practice. 3(2), 1-38.
Mikulecky, L. (1996). Family Literacy: Parent and child interactions. Pelavin Research Inst., Washington, DC
Mikulecky, J. (2007). Using internet-based children's literature to teach EFL. The Internet TESL Journal, 8 (11). November 2007. http://iteslj.org/
Moore, S. A. (2002). Basal Readers. In B.J. Guzzetti (Ed.), Literacy in America: an encyclopedia of history, theory, and practice (pp. 45-47). Santa Barbara, CA: ABC-CLIO.
Morgan, H. (2009). Picture book biographies for young children: a way to teach multiple perspectives. Early Childhood Education Journal, 37, 219-227.
Morrow, L. M., & Gambrell, L. B. (2000). Literature-based reading instruction. In M. L. Kamil, P. B. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research. Volume III (pp. 563-581). Mahwah, N.J: Erlbaum Assoc.
Parmer, L. J. (2002). Read-Alouds. In B.J. Guzzetti (Eds.), Literacy in America: an encyclopedia of history, theory, and practice. (pp. 487-488). Santa Barbara, CA: ABC-CLIO.
Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
Singh, M. (1998). Gender issues in children’s literature. ERIC Document No. 424591.
Sizoo, B. (2001). Teaching Powerful Writing: 25 Short Read-Aloud Stories and Lessons That Motivate Students to Use Literary Elements in Their Writing. Washington, D. C.: Teaching Strategies, INC.
Smith, N. J., Greenlaw, M. J. & Scott, C. J. (1987). Making the literate environment equitable. Reading Teacher, 40(4), 400-407.
Temple, C. A., Martinez, M. Yokota, J. & Naylor, A. (1998). Children’s Books in Children’s Hands: an Introduction to Their Literature.
Boston: Allyn & Bacon.
Trelease, J. (1995). The Read-Aloud Handbook. New York, NY: Penguin Books.
Trepanier-Street, M. L. & Romatowski, J. A. (1999). The influence of children’s literature on gender role perceptions: a reexamination.
Early Childhood Education Journal, 26(3), 155-159.
Trousdale, A. M. (1990). A submission theology for black Americans: Religion and social action in prize-winning children's books about the Black experience in America. Research in the Teaching of English, 24(2), 117-140.
Zhang, H. Y. (2008). Values and limitations of children’s literature in adult language education. US-China Foreign Language, 6(3), 18-21.
Bishop, R. & Hickman, J. (1992). Four or fourteen or forty: picture books are for everyone. In Benedict, S. & Carlisle, L. (Eds), Beyond words: picture books for older readers and writers (pp.1-10). Portsmouth, NH: Heinemann.
Buchanan-Berrigan, Dawna (1989). Using children's books with adults: Negotiating literacy. The Ohio State University). ProQuest Dissertations and Theses, 401 p. Retrieved from http://search.proquest.com/docview/303826385?accountid=12699
Cook-Cottone, C. (2004). Constructivism in family literacy practices: parents as mentors. Reading Improvement. 41(4). 208-216.
Elley, W. & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19(1), 53-67.
Elley, W. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187.
Gardner, M. (1988). An educator’s concerns about the California Reading Initiative. New Advocate, 1, 250-253.
Galda, L. (2000). Children’s Literature. In B.J. Guzzetti (Eds.), Literacy in America: an encyclopedia of history, theory, and practice. (pp. 64-66). Santa Barbara, CA: ABC-CLIO.
Galda, L., Ash, G. E. & Cullinan, B. E. (2000). Children’s Literature. In M. L. Kamil, P. B. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research. Volume III (pp. 361-375). Mahwah, N.J: Erlbaum Assoc.
Glazer J. & Giorgis C. (2005). Literature for young children. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Hade, D. D. (1988). Children, stories, and narrative transformations. Research in the Teaching of English, 22, 310-325.
Heffernan, L. & Lewison, M. (2000). Making real world issues our business: critical literacy in a third-grade classroom. Primary Voices 9(2), 15– 21.
Ho, L. (2000). Children’s literature in adult education. Children’s Literature in Education, 31(4), 259-270.
Hulstijn, J. H. (2001) Intentional and incidental second language learning: a reappraisal of elaboration, rehearsal and automaticity. In Robinson, P. (Ed), Cognition and second language instruction (pp. 258-287). Cambridge: C.U.P.
Kortenhaus, C. M. & Demarest, J. (1993). Gender role stereotyping in children’s literature: an update. Sex Roles, 28(3/4): 219-32.
Kuo, J. M. (2005). Teaching ESL/EFL students to recognize gender bias in children's literature. The Internet TESL Journal, 6(12). November, 2011. http://iteslj.org/
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In P.J.L. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 126-132). London: Macmillian.
Leland, C., Harste, J., Ociepka, A., Lewison, M., & Vasquez, V. (1999). Exploring critical literacy: you can hear a pin drop. Language Arts, 77(1), 70-77.
Lewison, M., Flint, A., & Van Sluys, K. (2002). Taking on critical literacy: the Journey of newcomers and novices. Language Arts, 79(5), 382-392.
Lewison, M. & Leland, C. (2002). Critical Literacy. In B.J. Guzzetti (Ed.), Literacy in America: an encyclopedia of history, theory, and practice (pp. 108-111). Santa Barbara, CA: ABC-CLIO.
Lewison, M., Leland, C., Flint & Moler. (2002). Dangerous discourses: using controversial books to support engagement, diversity, and democracy. New Advocate, 15(3), 215-226.
Macphee, J. S. (1997). “That’s Not fair!”: A white teacher reports on white first grader’s responses to multicultural literature. Language Art,
74(1), 33-40.
McClure, A. (1995). Censorship of children’s books. In S., Lehr, (Ed.), Battling Dragons, Issues and Controversy in Children’s Literature
(pp. 3-30). Portsmouth, NH: Heinemann.
Mendoza, J. & Reese, D. (2001). Examining multicultural picture books for the early childhood Classroom: possibilities and pitfalls. Early Childhood Research & Practice. 3(2), 1-38.
Mikulecky, L. (1996). Family Literacy: Parent and child interactions. Pelavin Research Inst., Washington, DC
Mikulecky, J. (2007). Using internet-based children's literature to teach EFL. The Internet TESL Journal, 8 (11). November 2007. http://iteslj.org/
Moore, S. A. (2002). Basal Readers. In B.J. Guzzetti (Ed.), Literacy in America: an encyclopedia of history, theory, and practice (pp. 45-47). Santa Barbara, CA: ABC-CLIO.
Morgan, H. (2009). Picture book biographies for young children: a way to teach multiple perspectives. Early Childhood Education Journal, 37, 219-227.
Morrow, L. M., & Gambrell, L. B. (2000). Literature-based reading instruction. In M. L. Kamil, P. B. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research. Volume III (pp. 563-581). Mahwah, N.J: Erlbaum Assoc.
Parmer, L. J. (2002). Read-Alouds. In B.J. Guzzetti (Eds.), Literacy in America: an encyclopedia of history, theory, and practice. (pp. 487-488). Santa Barbara, CA: ABC-CLIO.
Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
Singh, M. (1998). Gender issues in children’s literature. ERIC Document No. 424591.
Sizoo, B. (2001). Teaching Powerful Writing: 25 Short Read-Aloud Stories and Lessons That Motivate Students to Use Literary Elements in Their Writing. Washington, D. C.: Teaching Strategies, INC.
Smith, N. J., Greenlaw, M. J. & Scott, C. J. (1987). Making the literate environment equitable. Reading Teacher, 40(4), 400-407.
Temple, C. A., Martinez, M. Yokota, J. & Naylor, A. (1998). Children’s Books in Children’s Hands: an Introduction to Their Literature.
Boston: Allyn & Bacon.
Trelease, J. (1995). The Read-Aloud Handbook. New York, NY: Penguin Books.
Trepanier-Street, M. L. & Romatowski, J. A. (1999). The influence of children’s literature on gender role perceptions: a reexamination.
Early Childhood Education Journal, 26(3), 155-159.
Trousdale, A. M. (1990). A submission theology for black Americans: Religion and social action in prize-winning children's books about the Black experience in America. Research in the Teaching of English, 24(2), 117-140.
Zhang, H. Y. (2008). Values and limitations of children’s literature in adult language education. US-China Foreign Language, 6(3), 18-21.
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2011-05-31
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