Lesson 4_Selecting Appropriate Materials for Teaching Literature.pdf

EDENG 102 Teaching English in the Elementary Grades Through Literature Criteria LESSON 4 Selecting Appropriate Materials for Teaching Literature OBJECTIVES: At the end of the session, the students shall be able to: Discuss correctly the primary criteria in selecting...

EDENG 102 Teaching English in the Elementary Grades Through Literature Criteria LESSON 4 Selecting Appropriate Materials for Teaching Literature OBJECTIVES: At the end of the session, the students shall be able to: Discuss correctly the primary criteria in selecting materials for literature teaching; Assess accurately selected literary pieces using the selection criteria. Do you have unforgettable children’s poem or short story used in your elementary classes? Instructional Materials …play both an essential and significant role in teaching and learning. - Bulusan, Raquepo & Hamada (2021) Instructional Materials (IMs) ❖ promote teachers’ efficiency ❖ improve learners’ performance ❖ make learning more interesting, practical, realistic and appealing ❖ enable both teachers and students to participate actively and effectively in the lesson. ❖ give room for acquisition of skills and knowledge and development of self-confidence and self-actualization - Olayinka (2015) Choi (2008) listed problems in relation to IMs ❖ The existence of few pedagogically designed suitable materials that can be used by language teachers in a language or even in a literature classroom. ❖ The lack of preparation in the vicinity of literature teaching. ❖ The dearth of clear-cut objectives defining the role of literature in English as a second language. Choi (2008) listed problems in relation to IMs ❖ The existence of few pedagogically designed suitable materials that can be used by language teachers in a language or even in a literature classroom. ❖ The lack of preparation in the vicinity of literature teaching. ❖ The dearth of clear-cut objectives defining the role of literature in English as a second language. Hence, the teacher bears the burden of selecting appropriate IMs in teaching literature. Teachers will… ✓select materials ✓ modify the suggested activities to suit the purpose, needs and interests of the pupils 4 MAJOR CRITERIA IN SELECTING IMs in TEACHING LITERATURE C – Cultural enrichment A – Authenticity of the Material R – Relevant language enrichment E – Eases requirement in reading and understanding  Criterion 1: Cultural enrichment Cultural enrichment Language and culture are inseparable (Erkaya, et.al. 2005,) Teaching culture in English class provides learners with opportunity to reconsider their cultural systems, and appreciate, modify or probably reject or replace it. (Nasihramadi, et.al. 2014) Cultural enrichment The learners’ cultural background toward the literary texts also influences in selecting activities for literature teaching Literary piece should be within the same frame to that of the learners Cultural learning is referred to as “fifth dimension” of language learning (Damen,1987). Cultural enrichment Teacher selects IMs that create learning situations that acknowledge the cultural aspect of language learning. Language instruction becomes more meaningful and makes a positive contribution to society. Using “culturally-filled materials” can create a “colorful world,” which can quickly help the learner feel for the codes and preoccupations that shape a real society through literature  Criterion 2: Authenticity of the Material Authenticity of the Material - Good IMs become authentic when it becomes a good source and context to contextualize learners’ activities. (Keshavarzi, 2012) - Students yearn for authentic IMs that engage meta- cognitive awareness which lead to improve performance and higher level of work-related student satisfaction (Fogal, 2010).  Criterion 3: Authenticity of the Material Relevant Language Enrichment o IMs should have high degree of relevant language enrichment o IMs should contain wide range of lexical and syntactic items (Hismanoglu, 2005). o Good IMs are those that can improve the learners’ language skills, especially reading and speaking. Relevant Language Enrichment o Good IMs are those that favor not only the acquisition of linguistic or grammar competence but also communicative competence (Raffi, 2014). o It should enrich the linguistic skills, improve mastery of grammar, expand vocabulary, and honed the communicative competence of the learners.  Criterion 4: Ease requirement in reading and understanding Ease requirement in reading and understanding - It should help students adapt according to their needs and situations (Karvonen, et.al. 2017). - Texts are readily understandable to yield higher fluency in their reading and higher motivation for speaking. - The input+1 theory of Stephen Krashen explains the issue on “not-too-high-not-too-low” level of IMs. Teacher should provide materials in literature that are one step higher than the level of their production and understanding. Why do teachers select appropriate instructional materials? What are the criteria in selecting instructional materials for teaching literature? What are the criteria in selecting instructional materials for teaching literature? 4 MAJOR CRITERIA IN SELECTING IMs in TEACHING LITERATURE C – Cultural enrichment A – Authenticity of the Material R – Relevant language enrichment E – Eases requirement in reading and understanding What value do you learn from this lesson as would-be teachers?  INDIVIDUAL TASK - Imagine that you are a Grade 1 English teacher. You want to engage your learner to enjoy reading a poem. Using the criteria which we discussed earlier, assess the two poems. - Rate each criterion using a scale of 1-5, one being the lowest. Give a convincing reasons of your rating. CRITERIA RATING REASONS Cultural Enrichment Authenticity of the Material Relevant Language Enrichment Ease Requirement in Reading and understanding  POEM 1 POEM 2 FIVE LITTLE PUMPKINS OH, MR. SUN Five little pumpkins sitting on a gate Oh Mr. Sun, Sun, The first one said, “oh, my it’s getting Mr. Golden Sun, late” please shine down on me. The second one said, Oh Mr. Sun, Sun, “There are witches in the air.” Mr. Golden Sun, The third one said, “But we don’t care.” hiding behind the tree. The fourth one said, “Let’s run, let’s run!” The fifth one said, “Isn’t Halloween fun?” These little children are asking you to please come out Then Wooooooo went the wind so we can play with you. And OUT went the lights. Oh Mr. Sun, Sun Mr. Golden Sun, And five little pumpkins rolled out of sight. Please shine down on me.