Using Literature for Language Teaching in ESOL.
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ERIC Institute of Education Sciences
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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1996
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| _version_ | 1867181840405626880 |
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| author | Strong, Gregory |
| author_facet | Strong, Gregory Strong, Gregory |
| collection | Education Resources Information Center |
| contents | Using Literature for Language Teaching in ESOL. Strong, Gregory Class Activities Classroom Techniques Communicative Competence (Languages) Cultural Awareness Educational Strategies English (Second Language) Foreign Countries Literature Appreciation Reading Instruction Reading Materials Reading Strategies Second Language Instruction Social Values Story Grammar Teaching Guides In English for speakers of other languages (ESOL), there is renewed interest in use of literature in the communicative classroom. Literature may be part of a communicative pedagogy in three ways: (1) by providing a context in which to develop students' reading strategies and knowledge of non-fiction and literary texts; (2) by being the basis of an extensive reading program, with attendant acquisition of new vocabulary and grammatical forms; and (3) by offering the opportunity to explore cross-cultural values. One reading strategy found useful for encouraging reading is the exploration of story grammar, which provides common terms of reference and a direction for group discussion. As students learn about story grammar and understand how to apply it to stories they are reading, an extensive reading program should be undertaken, with students selecting their own reading materials from a classroom shelf or from a self-access area in the library. Related classroom activities include discussions, book reports, teacher book presentations, small-group book sharing, and sustained silent reading periods. Book content, including cultural and thematic information, can be used for a variety of language and cultural learning activities (such as cloze procedures), timeline construction, and response to specific passages or events. Contains 22 references. (MSE) |
| format | Recurso educativo Open Access |
| id | eric_ED407860 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1996 |
| record_format | eric |
| spellingShingle | Using Literature for Language Teaching in ESOL. Strong, Gregory Class Activities Classroom Techniques Communicative Competence (Languages) Cultural Awareness Educational Strategies English (Second Language) Foreign Countries Literature Appreciation Reading Instruction Reading Materials Reading Strategies Second Language Instruction Social Values Story Grammar Teaching Guides Using Literature for Language Teaching in ESOL. Strong, Gregory Class Activities Classroom Techniques Communicative Competence (Languages) Cultural Awareness Educational Strategies English (Second Language) Foreign Countries Literature Appreciation Reading Instruction Reading Materials Reading Strategies Second Language Instruction Social Values Story Grammar Teaching Guides In English for speakers of other languages (ESOL), there is renewed interest in use of literature in the communicative classroom. Literature may be part of a communicative pedagogy in three ways: (1) by providing a context in which to develop students' reading strategies and knowledge of non-fiction and literary texts; (2) by being the basis of an extensive reading program, with attendant acquisition of new vocabulary and grammatical forms; and (3) by offering the opportunity to explore cross-cultural values. One reading strategy found useful for encouraging reading is the exploration of story grammar, which provides common terms of reference and a direction for group discussion. As students learn about story grammar and understand how to apply it to stories they are reading, an extensive reading program should be undertaken, with students selecting their own reading materials from a classroom shelf or from a self-access area in the library. Related classroom activities include discussions, book reports, teacher book presentations, small-group book sharing, and sustained silent reading periods. Book content, including cultural and thematic information, can be used for a variety of language and cultural learning activities (such as cloze procedures), timeline construction, and response to specific passages or events. Contains 22 references. (MSE) |
| title | Using Literature for Language Teaching in ESOL. |
| topic | Class Activities Classroom Techniques Communicative Competence (Languages) Cultural Awareness Educational Strategies English (Second Language) Foreign Countries Literature Appreciation Reading Instruction Reading Materials Reading Strategies Second Language Instruction Social Values Story Grammar Teaching Guides |
| url | https://eric.ed.gov/?id=ED407860 |