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Using Literature in English Lessons in the Basic School – Recognizing Cultural Images and Symbols

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Using Literature in English Lessons in the Basic School – Recognizing Cultural Images and Symbols MASARYK UNIVERZITY BRNO Faculty of Education Department of English Language and Literature Using literature in English lessons in the Basic School – recognizing cultural images and symbols Bachelor Thesis Brno 2011 Supervisor: Author: Mgr. Pavla Buchtová Petra Faktorová Declaration I declare that I worked on this bachelor thesis on my own and that I used only the sources listed in bibliography. I agree with the placing of this thesis in the library of the Faculty of Education at the Masaryk University and with the access for academic purposes. Prohlášení Prohlašuji, že jsem bakalářskou práci vypracovala samostatně, s použitím pouze citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů. Souhlasím, aby práce byla uložena na Masarykově univerzitě v Brně v knihovně Pedagogické fakulty a zpřístupněna ke studijním účelům. Brno, 15Th September 2011 ………………………………. Petra Faktorová 2 Acknowledgements I would like to thank my supervisor, Mrg. Pavla Buchtová for her kind help, valuable advice and comments as well as her encouragement and support through the whole work on my thesis. I would also like to thank parent for trusting me to teach their children. Petra Faktorová 3 Contents Contents ………………………………………………………………….…………………4 INTRODUCTION ……………….……………………………………………………….5-7 1. THEORETICAL PART 1.1 Literature in ESL classes primary school ………..……………………….8 1.2 Why to use literature in ESL………………………………. .…………..9 1. 2. 1 The cognitive and cultural role of literature………………..…10 1.3 Reading in English classes………..………………….…………….10-12 1.4 Symbols in literature……………………………………………….13-14 1.4.1 Theme in literature ……………………………………………………………..14 1.4.2 Signs in literature……………………………………………..15 1.5 Children´s literature………………………………………………………………………………….15-16 1. 5. 1 The selection of a proper book………………………………………….16-17 2. PRACTICAL PART Introduction………………………………………………………………………18 2.1 School profile………………………………………………………………..18 2. 2 Class profile……………………………………………………………..….19 2.3 Comenius programme at the basic school………………………………….20 2.3. 1 The story of Robin Hood ……………………………………………………………..20-21 2.3.2 Programme methods…………………………………………………..22 2.3.3 Evaluation and Assessment……………………………………………….23 2. 4 Self-assessment………………………………………………………………24 2. 5 Pre-teaching the book title…………………………………………………….25 2.5. 1 Pre-teaching activity for the culture symbols and icons………………….26 2.5.2. An anticipation guide…………………………………………………26-28 2.5.3 Class library…………………………………………………………….29 CONCLUSION…………………………………………………………….30 4 RESUME……………………………………………………………….31 WORKS CITED ………………………………………………..…32-34 APPENDICES 1. Reading Questionnaire …………………………………………..…………..35 2. Chapter 1 – activity sheet………………………...........… ……………………36-37 3. Robin Hood – workbook (9th class)………………………… ……………….38-44 4. Robin Hood – workbook (5th class)…………………………… …………….45-50 5. Self-assesment sheet……………………………………………………………51 6. Pre-teach pictures – guessing the title of the book……………..… ………… 52-58 7. The Anticipation Guide……………………………………………...................59 5 Introduction In my classes I try to use literature among ordinary class activities such as working with the textbooks or workbooks. During my teaching practice I have found that children learn more of language when they have possibilities to create different projects. This school year our school project concerns the role of literature in English classes. Our task is to go through a book of Robin Hood in any suitable way. The project can be focused on the grammatical bonds or vocabulary or we can choose to look at the book from the view of Geography, History or Social Studies. I have decided to look at geographical and historical icons and symbols in the book. While reading any authentic literature pupils are naturally taken to stories. Using literature in classes can increase pupils´ reading comprehension skills. Pupils can learn about culture and social background of main heroes in the book and better understanding of historical events as well. Pupils need to feel that they can relate to what they are reading. Reading literature promotes cultural understanding and awareness, trains mind and literature itself can be memorized. Literature is open to interpretation. It can serve as a basis for authentic interaction between pupils. From my experiences as a teacher I know that a good teacher must be enthusiastic to engage students more in the learning problems. While working on a project a teacher should become a guider, a facilitator or a follower. A teacher should enjoy the hunt for knowledge and share the enjoyment. Meeting the needs of the pupils is a part of teaching. The project work is also possibility to understand more of my pupils and their skills. Many pupils have opportunity to travel or to study in English –speaking countries. Familiarity with culture symbols helps students to feel more confident and fluent. They need to become aware of the lifestyles of people in the different culture. That is what I believe that pupils should start in primary schools to learn about different cultures when learning the foreign language. Involvements of real books and stories instead of just course books is therefore the opportunity to teach cultural, geographical or social images. 6 This thesis will focus on how to interject these symbols in literature into the primary school classes. I have chosen for my project the fifth class (pupils aged 10-11) and the ninth class (pupils aged 14-15) in primary school. The theoretical part of my thesis concentrate on the term literature and why to teach literature in English classes in primary schools. I will also try to answer a question why reading is important when students learn foreign languages. I would also like to pay attention to pupils’ abilities and the level of their language skills. For me the pupils’ motivation and interests in reading are the reasons in using books in my English class. The practical part of my thesis is focused on teaching about social background geographical sings in a story, what the social situation was at the time of the story. This part provides lesson plans which I used in my classes. There is also included students´ feedback and self- reflection. 7 1.Theoretical part In the first part of my bachelor thesis I focus on the role of literature in the EFL classes. I am trying to answer the question why to use literature in English classes in primary schools. I concentrate on choosing the right book for pupils. Also I write about a project work as a part of English teaching. 1.1. Literature in ESL classes in primary school Literature is „ a pleasure“ which arises not only from the things said, but from the way in which they are said, and that pleasure is only given when the words are carefully or beautifully put together into sentences“ ( Stopford Brooke) 1 In the past literature was removed from language teaching in ESL classes. At first every ESL teacher has to teach grammar. Textbooks used in elementary schools cover the basic grammar, vocabulary and daily conversation topics. Due to three granted lessons a week there may be a little time devoted to teaching English through literature. Literature can contribute to language learning. Natural language is presented. For example, classical literature can be used to teach history and social backgrounds. Reading literature promotes cultural understanding and awareness. A teacher can make significant difference in how a student is able to learn from and appreciate literature in a foreign language. When encouraging pupils to read literature we can start by assigning them fables, comic books or songs to read. It depends on a level of pupils when they are comfortable with one of those categories of writing it is time to move to a more complex level of the written word. I think that if the material is chosen according to pupils it may trigger a liking to reading for pleasure. As teachers we should not just “our subject” and be strict. We also should be tutors and help pupils to go through language learning. __________________________ 1 Stopford Augustus Brooke. The History of Early English. Macmillian and Co. 1992, page 2 8 1.2. Why to use literature in ESL Parkinson and Reid Thomas (200, 9-11) give a list of benefits for teaching literature. They claims that reading literature promotes cultural understanding and awareness.2Before approaching a piece of literature in a class , give your pupils some time to discuss the reasons for reading literature in the first place. Most of pupils in basic school do not like literature itself because they have to learn authors and their novels, poems or stories which are not their favourite. They have no choice to choose what author to learn. Reading and writing are important tasks taught to pupils in order to promote their creativeness and development. A reading questionnaire for pupils can be an important tool that can help teachers to find out reading skills of their pupils. The questions need to be easy to understand and also should be open to allow for pupil’s responses. After handing in the reading questionnaire the next step should be introduction of basic literary terms as an antagonist , an author, protagonist or main hero and setting. As a teacher I have the opportunity to use a piece of literature in my classes as a part of Comenius project. Learning language should not only be acquiring of grammar but also acquiring information about lifestyles – what people do in the common situations which are part of ordinary everyday life. Ellis proves „ literature is a useful tool in linking fantasy and the imagination with the student’s real world. It provides a way of enabling children to make sense of their everyday life and forge links between home and school. “3 Lazar argues that pupils can learn from reading an authentic material without intention as long as they are absorbed in the plot of story.
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