Professional Documents
Culture Documents
students to comprehend and analyze the linguistic structures, literary styles, figures of speech and rhetoric, develop their cultural understanding and expressive capabilities.
classes
Time constraints Concern for students understanding
Curriculum constraints
(Rosenblatt, 2002)
aspects:
Social- relevant to adolescents social perspectives Emotional- link to previous experiences in order to feel empathy/compassion Psychological- identify with characters Moral- discusses difficult ethical questions (Rosenblatt, 2002)
Integrated Approach
Incorporating reading, writing, listening, speaking,
Before reading
Before reading any text with students make sure to
Introduce new vocabulary Provide background information about the text Activate students prior knowledge
attend to lexical and grammatical form as well as contextually, conceptually and critically negotiate its meaning. (Weber-Feve, 2009)
Can be used to assure students basic comprehension
Examples of Input to Output activities using the text El tiempo borra by Javier de Viana
First stage: Input activities
Input Activity
Second Stage
Second stage: Activities with input and output
Third Stage
Final stage: output activities In groups of two, students have to write an ending to
the story that includes the following information: Why did Indalecio go to the Oriental Band? What is he doing in the Oriental Band? What are his emotions? How does his wife feel?
question
Complete the sentence with a logical answer
create a lesson for teaching the vignette using the input to output method.
Repeated Reading
Repeated reading approach
Builds fluency and enhances comprehension Aids in vocabulary acquisition With each rereading, students are able to comprehend more
Repeated Reading
Repeated reading process
Students read the same text several times Students are exposed to the text in different formats
ie-listening to an audio, teacher read it out loud, students read it out loud to each other
Using repeated reading with House on Mango Street (by Sandra Cisneros)
1.) Students read La casa en Mango Street with a glossary at home 2.) Students answer pre-reading questions at home and then bring to class along with the reading 3.) In class, the teacher gives an explanation of the historical and cultural context 4.) Students listen to Audiobook of La casa en Mango Street in class while they read along 5.) The teacher stops the audio at the end of the selected chapters. In groups, students interpret one paragraph from the selected chapters and report their paragraph to the class.
Integrated Approach
Combines 3 traditional approaches to teaching
literature Cultural model: readers explore and interpret the social, political, literary and historical context of a specific text Language model: the text is used solely for grammar and or vocabulary purposes Personal Growth model: focuses on the use of language in a text as well as placing it in a cultural context
Integrated Approach
Phase 1: Linguistic considerations Students take text home along with a vocabulary list Students study the vocabulary list Students are encouraged to read the story aloud after already having read it
Phase 2: Cultural considerations Teacher provides students with cultural information -OR Teacher assigns students to research the cultural information Phase 3: Communicative consideration Group discussions take place in the classroom about the text Students discuss selected topics
Ideas on creating reading, writing, listening, speaking, grammar and vocabulary activities using a literary text
Poem: Biografa by Gabriel Celaya
Do you have to follow a lot of rules at home? At school? What rules do you have to follow at home? What rules did you have to follow when you were younger? Do you think it is important to have rules?
Vocabulary Identify difficult vocabulary words TPR, photos, matching, using in a sentence
Biografa continued
Introducing the text (listening) Students listen to an audio of the poem, read by the author Students answer the following questions: What is the tone of the poem? Does the poem evoke certain feelings or emotions? Discuss with a partner
Reading the text Students answer questions that help guide them through the reading. Ex: How many verses are there? How many stanzas are there? What type of language is used? Each stanza relates to a different stage of life-who is giving orders in the first stanza? The second? The third?
Biografa continued
Grammar Students have to underline all of the commands in the poem and identify the affirmative and negative commands To whom are the commands directed? Could be used as an introduction to commands, and students could work together to figure out the command form Writing Students write two stanzas of a poem that reflect the rules they had to follow/obey when they were younger
Activity
Using a vignette from A House on Mango Street,
create activities that involve reading, writing, speaking, listening, vocabulary and grammar
Conclusions
In conclusion, its the teachers responsibility to
engage and guide students through the literary journey of comprehending and enjoying an authentic text.
Por medio de la literatura participamos en
situaciones imaginarias, vemos a los personajes experimentando crisis, nos exploramos a nosotros mismos y al mundo que nos rodea.
-Louise M. Rosenblatt
References
Carroli, P. (2002). Levels of understanding of L2 literary texts under
repeated readings: Factors to contributing to readers processing of second language literature and their learning outcomes. Proceedings of Innovations in Italian teaching workshop, Griffith University. integrated approach to teaching literature in a EFK context. Journal of Pan-Pacific Association of Applied Linguistics, 13(2), 105-116. Modern Language Association.
textual analysis with input and output activities and an input to output approach. Foreign Language Annals, 42(3) 453-467.
Questions