literature-beed.pdf

lOMoARcPSD|30850343 Literature - BEED Teacher Education (Western Mindanao State University) Studocu is not sponsored or endorsed by any college or university Downloaded by Lynou Zacal ([email protected]) lOMoARcPSD|30850343 Selecting Appropriate Materials for Teaching Literature Learning T...

lOMoARcPSD|30850343 Literature - BEED Teacher Education (Western Mindanao State University) Studocu is not sponsored or endorsed by any college or university Downloaded by Lynou Zacal ([email protected]) lOMoARcPSD|30850343 Selecting Appropriate Materials for Teaching Literature Learning Targets At the end of this lesson, you are expected to:    identify the primary criteria in selecting instructional materials in literature teaching: evaluate the suitability of literary pieces to be used for teaching: and enrich the set criferia based on your experiences. Introduction One of the crucial tasks of a literature teacher is selecting appropriate instructional materials for his/her class. Generally, instructional materials are necessary to facilitate the understanding of the topics. and to ensure the fluidity of achieving the desired learning outcomes. It is even believed that the kind of instructional materials provide to literature classes contributes to the improvement or deterioration of the learners achievement. Hence, the first lesson in this chapter will guide you in appropriately selecting instructional materials for your literature classes to ensure the optimum engagement of your prospective learners in your future English classes. THINK Instructional materials play both an essential and significant role in teaching and the learning of various subjects, including children's literature. In terms of learning Olayinka (2015) posited that instructional materials promote teachers' efficiency and improve learners performance. He also added that instructional materials make learning more interesting, practical, realistic, and appealing. They also enable both the teachers and students to participate actively and effectively in lesson sessions. They give room for acquisition ot skills and knowledge and development of self-confidence and self-actualization. However, selecting instructional materials in literature classes remains to De one of the weaknesses of literature teachers in the elementary grades. In fact, Chot (2008) included the issue of selecting instructional materials for language and hterature teaching as one of the significant concerns in Southeast Asia, including the Philippines Among the problems listed by Choi (2008) include: the existence of few pedagogically designed suitable materials that can be used by language teachers in a language or even ina literature classroom; the lack of preparation in the vicinity ot literature teaching; and the dearth of clear-cut objectives defining the role of literature in English as a Second Language and English as a Foreign Language contexts. In this Downloaded by Lynou Zacal ([email protected]) lOMoARcPSD|30850343 sense, the teacher bears the burden of selecting the appropriate instructional materials inn the teaching literature. Several studies (e.g., Collopy, 2003, Remillard, 1999, Sherin & Drake, 2009, Thompson & Senk, 2014) have pointed out that teachers tend to use the materials selectively, and modity the suggested activities to suit their own purp0ses, needs, and interests. Hence, the key to filtering the best materials emerges from the appropriate criteria for selecting materials.This means that when you become literature teachers, you will have to select those materials which facilitate learning and make learners contributing members of their societies. It is here that literature introduces itself to lead these teachers in their own right track. One latest study along this line is that of Bulusan 2019). He suggested four major criteria to consider whenever selecting instructional materials for literature teaching. They are encapsulated in the acronym CARE: 1. cultural enrichment, 2 authenticity of the material, 3. relevant language enrichment, and 4 . ease requirement in reading and understanding Cultural enrichment One of the primary reasons for incorporating culturally bound materials is the inseparable nature of language and culture (Erkaya, 2005, p.1). Considering the richness of the mirrored culture on the text used for literature teaching is further highlighted by Nasihramadi et al. (2014). He said that teaching culture in EFL classroom provides EFL anguage learners with an opportunity to reconsider their cultural system and appreciate, modity, and probably reject and replace it. The learners cultural background toward the literary texts also influences in selecting activities for literature teaching. Hence, potential materials for literature teaching include those with the same cultural frame to that of the learners. In fact, Damen (1987) posited at culture learning could be referred to as the "Fifth dimension'" of language learning complementng the four major language skills that comprise the foundation for traditional communicative language teaching. Hence, when literature teachers like you select instructional materials that create learningbsituations that acknowledge the cultural aspect of language learnin8, second language instruction becomes more meaningful and makes a positive contribution to society. Nasihramadi et al. (2014) further pointed out that using "culturally-filled materials"can create "colorful world," which can quickly help the learner fecl for the codes and preoccupations that shape a real society through literature. Aüthenticity of the material Downloaded by Lynou Zacal ([email protected]) lOMoARcPSD|30850343 Literary pieces were not created purposely for teaching. Hence, in a classroom context, learners are exposed to actual language samples of real-life or real life-like settings. Literature can act as a beneficial complement to such materials, mainly when the first "survival" level has been passed. Authenticity in literary materials also relates to the motivation and interest of the learners. The material becomes authentic if the material establishesa strong releva and a firm link to the motivation, needs, and backgrounds of the learners Furthermore, Keshavarzi (2012) also pointed out that good instructional material for literature teaching becomes authentic when it becomes a good source and context to contextualize learners activities. Fogal (2010) even mentioned that students yearn for authentic instructional material in a literature class that engages meta-cognitive awareness, and demonstrates that this awareness leads to improved performance and higher levels of work-related student satistaction. Relevant language enrichment One potential criterion in selecting instructional materials for literature teaching is its high degree of relevant language enrichment. Hismanoglu (2005: 54) espoused that literature provides learners with a wide range of individual lexical or syntactic items, so students become familiar with many features of the written language, reading a substantial and contextualized body of the text. They learn about the syntax and discourse functions of sentences, the variety of possible structures, and the different ways of connecting ideas, which develop and enrich their own writing skills. Good literature materials are those that can improve the learners' language skills, especially reading and speaking. Moreover, good literary materials are those that favor not only the acquisition o linguistic or grammar competence but also communicative competence (Rafti, 2014). In this sense, a potential instructional material for literature teaching should enrich the linguistic skills of the lecarners, especially their mastery of the grammar, the expansion of their vocabulary, and, most importantly, the honing of their communicative competence. When the learners understand a text, they will dive into the text, savor the words, understand the meaning, and converse with the text, but the föcus should still be onto he unfolding of the literary piece. In this way, this process can enhance the linguistic capability of any reader. Ease requirement in reading and understanding The literary text should neither be too easy nor too difficult to read and understand Karvonen et al. (2017) pointed out that potential materials for literature teaching shouldbbelp students adapt according to their needs and situations. Nasihramadi et al. (2014) also posited that when students easily understand the text, it becomes authentic and eventually yields higher fluency in their reading and higher motivation for speaking The input+1 theory of Stephen Krashen can explain the issue on the not-too-high- not-too-low level. Hence, teachers should provide materials for literature teaching that are one step higher than the level of their production and understanding. In this way, the learners can be challenged to critically understand the text while it is still within their level of understanding; thus, it is still easy to comprehend. Downloaded by Lynou Zacal ([email protected]) lOMoARcPSD|30850343 Downloaded by Lynou Zacal ([email protected])