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Storybridge to Second Language Literacy
The theory, research and practice of teaching English with children's literature
Storybridge to Second Language Literacy makes a case for using authentic children’s literature—alternately also referred to as ‘stories’ or ‘real books’—as the medium of instruction in teaching English to young learners, particularly in contexts where children must access general curriculum subjects in English. The author first proposes theoretical foundations for the argument that illustrated children’s books are superior to traditional language teaching courses in the primary school. She builds the case around the motivational power of stories, the language and content of quality children’s literature, and the potential of literature to contribute to development of second language academic literacy. She then reviews research of the past thirty years that clearly supports her claim. Finally, she uses transcripts from real classrooms to illustrate how teachers in diverse contexts make use of stories. Through the classroom vignettes, a practical model of literature-based instruction emerges that is adaptable to a wide range of primary school teaching contexts, including English as a second language contexts in core-English countries.
Storybridge to Second Language Literacy compiles in one volume solid theoretical foundations for story-based instruction, research evidence of the past thirty years supporting the approach (not currently available in a single source), and extensive classroom vignettes illustrating diverse practical applications (not lesson plans).This makes the book valuable for anyone in the field of young learner ELT.
MA students in TESOL will find the book useful and will develop an understanding of why and how literature-based instruction works and develop insight to guide their practice. Members of TESOL Elementary Education, EFL, and Bilingual Education SIGs, and IATEFL Young Learner SIG will be interested in the volume. Instructors of teacher development courses should also find the proposed volume a valuable addition to assigned readings. Each chapter is followed by ‘Think about it’ questions and ‘Try it out’ suggestions.
Acknowledgments Preface Introduction Part I: The Case: Theoretical Foundations for Literature-Based Instruction 1 Significance of Literature for Children 2 Coursebook Language versus Language of Stories 3 Literature as Appropriate Content and Context 4 Literature Link to School Subjects 5 Interest, Memory, and Language Learning Exploring the Connections Part II: Expert Testimony Research in Support of Literature-Based Instruction 6 Talking like Texts or Talking about Texts? 7 Literature and Second Language Reading Development 8 Vocabulary from Stories 9 Learning Grammar from Stories 10 Waiting from Reading 11 Literature and School Subjects Emerging Evidence Part III: Eyewitness Accounts One Story, Different Paths 12 Preparing for the Story Journey 13 The Story Experience 14 Revisiting the Story World 15 Linking the Story to Subject Matter Part IV: Closing Summations 16 Summary in Defense of Authentic Children’s Literature in Primary School ELT 17 Selecting Books for Language Teaching References
International Collaborations in Literacy Research and Practice
A volume in the series: Literacy, Language and Learning
Editors: Claudia Finkbeiner, Universitaet Kassel. Althier Lazar, St. Joseph's University. Wen Ma, Le Moyne College
Literacy researchers and educators are currently involved in exciting international literacy projects. However, many in the field are not aware of these initiatives. In compiling this edited volume, our intent is to provide a resource book for university instructors and research faculty with examples of international literacy projects and what was learned from the projects. Chapter contributors offer stories of real people who collaborate across nations to exchange ideas, promote literacy development, and increase global understandings. The literacy initiatives presented in this book show how literacy colleagues have provided opportunities for students and educators of different countries to communicate in meaningful ways. Through international literacy projects and research, participants work to forge relationships based on mutual respect, despite their differing cultures and languages. They see their work as based on the mutual connectedness to the human community.
Introduction, Alan E. Farstrup. Framing Collaborative Efforts for Literacy, Cynthia B. Leung, Janet C. Richards, and Cynthia A. Lassonde. PART I: LITERATURE AS A LENS FOR UNDERSTANDING OTHER CULTURES.Ethiopia for Teachers: A Collaborative Celebration of Culture and Literacy, Laurie J. Curtis. United Arab Emirate and U.S. Preservice Teachers Share Perspectives in Online Literature Circle Discussions, Patience A. Sowa and Cynthia M. Schmidt. Reading Across Continents: Creating Adolescent Literacy Leaders in Washington, D.C., Abuja, Nigeria, and Accra, Ghana, Elizabeth V. Primas and Liane Rosenblatt. An Exploratory Inquiry of Wordless Picture Book Oral Compositions across Cultures, Carole Janisch, Xiaoming Liu, Amma Akrofi, and Mary Napoli. PART II: TEACHING AND RESEARCHING READING AND WRITING IN INTERNATIONAL SETTINGS. Getting Past Didactic Instruction: Understanding the Literacy Curriculum for Students with Developmental Disabilities in Tanzania, Angela Stone-MacDonald. Chinese Adolescents and U.S. Teachers Meet in a Digital Story Writing Workshop, Marylou M. Matoush, Danling Fu, and C. William “Sandy” Miller. Preparing U.S. Preservice Teachers for Literacy Instruction through Student Teaching in New Zealand, Julie Winneur Ankrum and Allan Nail. Increasing U.S. Inservice Teachers’ Cultural Awareness through Summer Teaching in China, Cheryl M. North and Nancy Rankie Shelton. PART III: COLLABORATING FOR SCHOOL-WIDE LITERACY INITIATIVES AND PROFESSIONAL DEVELOPMENT. Promoting Reading Achievement in Malawian Primary Schools: An International Collaboration, Misty Sailors, Henri Chilora, Davie Kaambankadzanja, and James V. Hoffman. The Guatemalan Literacy Project: Collaboration Among Literacy Educators, Mayra C. Daniel, Marcia Mondschein, and Lucrecia de Palomo. You Are One of Us: Forging the Development of Dialogic Communities of Practice in the Bahamas, Gertrude Tinker Sachs. Improving Elementary School Literacy in Mauritius Through Project ZEP, William L. Edwards, Janet Condy, and Sakil Malik. PART IV: COLLABORATING FOR CRITICAL THINKING THROUGH PROFESSIONAL DEVELOPMENT. The Reading and Writing for Critical Thinking (RWCT) Project: Working in the Thai Jungle with Indigenous Myanmar (Burmese) Teachers, Janet C. Richards. Active Learning and Critical Thinking: A Higher Education Professional Development Program in Croatia, Sharon B. Kletzien, Vlasta Vizek Vidović, and Višnja Grozdanić.
MORE TITLES IN THIS SERIES:
* ABC's of Cultural Understanding and Communication: National and International Adaptations
* Preparing Educators to Communicate and Connect with Families and Communities
* Reading and Writing Ourselves into Being: The Literacy of Certain 19th Century Young Women
* Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism
* Research and Reflection: Teachers Take Action for Literacy Development
* African-American Middle-Income Parents: How Are They Involved in Their Children's Literacy Development?
* Closing the Gap: English Educators Address the Tensions Between Teacher Preparation and Teaching Writing in Secondary Schools
* The Perfect Norm: How to Teach Differentially, Assess Effectively, and Manage a Classroom Ethically in Ways That Are
* Multicultural Families, Home Literacies, and Mainstream Schooling
* Inspiring Student Writers: Strategies and Examples for Teachers
* Learning from the Boys: Looking Inside the Reading Lives of Three Adolescent Boys
* Struggling Readers Can Succeed: Teaching Solutions Based on Real Kids in Classrooms and Communities
* Learner's Privilege and Responsibility: A Critical Examination of the Experiences and Perspectives of Learners from Chinese Backgrounds in the United States
* Getting to Know Ourselves and Others Through the ABCs: A Journey Toward Intercultural Understanding