Childrens Literature in the Malaysian Primary English Language Curriculum (Year 1 Year 6)

LGA 3102

KBSR SYLLABUS
Learners are encouraged to read extensively outside the classroom for enjoyment and information. This will not only improve their proficiency in the language but will also help them to become independent and efficient readers.

KBSR SYLLABUS
3.9 Read and enjoy simple stories and poems and respond to them by talking about the people, animals and moral values in the story or poem relating the story or poem to ones life; 3.10 Read simple texts and predict outcomes at a level suited to learners ability; 3.11 Read simple texts and make inferences, and draw conclusions

KBSR SYLLABUS
EARLY STRUCTURED READING (ENGLISH
HOUR)

EXTENSIVE READING

CONTEMPORARY CHILDRENS LITERATURE

EARLY LITERACY THROUGH ENGLISH (ELiTE)

EARLY STRUCTURED READING

(YEARS 1 & 2)

The English Hour

Reading as Backbone of The English Hour The National English Hour has as its base a reading programme based on an established reading scheme. The MOE uses 2 schemes: - The Ladybird Series - The Sound Start Series

The aim of the National English Hour is to bring up attainment levels in English, beginning with Tahap 1.

The English Hour

The English Hour

The BPKs structured reading reading programme or The English Hour is based on the model used in the UKs Literacy Hour programme. The Literacy Hour of 60 minutes is organised as shown below.
Review, reflect, consolidate, what has been taught during the lesson

Step 4

10 mins
Summing up
Step 3

Step 1

15 mins
Shared Reading or Shared Writing
Step 2

Teacher reads a book together with the pupils

20 mins
Teacher works with 2 groups per day on a specific area that needs attention.

Guided Reading or Writing and Independent Work

Focused Word Work pronunciation, spelling, word attack skills

Phonics/Pronunciation, grammar, spelling and meanings of words

15 mins

Other pupils will do word or sentence level work, or independent reading

The English Hour Comprises:

A 4-Step Activity Hour

Step 1: Shared Reading 15 mins

Step 2: Focused Word Work 15 mins

Step 3: Guided Reading 20 mins

Step 4: Plenary Summing-up 10 mins

High Quality Teacher Interaction

hour Teacher-Pupil Interaction

10 mins
15 mins
Summing up Shared Reading

hour Teacher-Pupil Interaction

20 mins 15 mins
Focused Word Work

Guided Reading or Independent Work

hour individual work

hour Teacher-Pupil Interaction

The English Hour

What it is
In the English hour, classroom time is structured into set activities every 15 to 20 minutes. Teachers spend the time reading with the pupils either as a whole class or in groups and pupils are not asked to cope with reading on their own before they are ready. The Management of the English Hour contains: a time structure a class management structure The advantage for pupils The class routine is clear and predictable and pupils know what is expected of them. The advantage for teachers The common structure allows teachers to share lesson plans, especially when it involves a particular book.

The English Hour

Time Allotment
Pupils are interacting with the teacher of the time and doing individual work only of the time. Pupil-teacher interaction takes place during the shared reading, focused word work and plenary sessions.
10 mins 15 mins
Shared Reading

Summing up

hour individual work

20 mins

Guided 15 mins Reading or Independent Focused Word Work Work

hour Teacher-Pupil Interaction

The interaction is of high quality because teachers have planned out what they have to do and how they will occupy every minute of the lesson.

Because the time is so structured, there is a sense of urgency, the pace is lively and pupils are on their toes every second of the time hence there is said to be high pupil engagement.

EXTENSIVE READING PROGRAMME FOR NATIONAL SCHOOLS AND NATIONAL TYPE SCHOOLS YEAR 3 AND 4

Objectives, Theoretical Principles and Guidelines

AIMS
The programme is aimed at helping
pupils improve their English through reading simple fiction and non-fiction books.

It is a support programme for the

Teaching and Learning of Mathematics and Science in English.

An extension of the Structured Reading

Programme implemented in Year 1 and 2

in selected schools.

To maintain the interest in reading among

pupils in these schools by providing

suitable books.

 An extensive reading programme. A programme for pupils of Year 3 and 4. Pupils read about 45 50 books a year. Books comprise fiction (40%) and non-fiction/ factual texts (60%). A class-based programme. Pupils select what they want to read. Keep a record of the books read. Reading is done outside the classroom. Pupils talk about the books read to their friends.

Familiarize pupils with different texts

Fiction

Non-Fiction

motivate pupils to read

OBJECTIVES
Increase vocabulary

Increase awareness of how grammar is used in writing

Increase knowledge & enhance thinking skills

Characteristics of Extensive Reading

(Day & Brumford 1998, pgs. 7 8)

1. Pupils read as much as possible.

2. Pupils read a variety of materials on a wide range of topics.

3. Pupils select what they want to read. 4. Pupils read for pleasure, information and general understanding.

5. Pupils find out that reading has its own reward.

Characteristics of Extensive Reading

(Day & Brumford 1998, pgs. 7 8)

6. Reading materials are well within the linguistic competence of the pupils. 7. Reading is individual and silent. 8. Reading speed is usually faster rather than slower. 9. Teachers orient pupils to the goals of the programme, explain the methodology, keep track of what each pupil reads, and guide pupils. 10.The teacher is a role model of a reader for pupils.

helps in language acquisition

enhances language competence (grammar)

helps increase ideas and knowledge improves writing skills

increases vocabulary

Provides motivation to read

builds confidence with longer texts

reinforces language skills

dealing with repeated elements in texts (concept, knowledge & sentence structure

develops prediction skills

CONTEMPORARY CHILDRENS LITERATURE

AN OVERVIEW

YEARS 4,5 & 6

CONTEMPORARY CHILDRENS LITERATURE

Definition
Childrens literature can be defined as the material created for and widely read, viewed and heard by children, that has an imaginative element.

Research shows that children learn better on their own, actively and in-depth about something via Childrens Literature
Childrens literature can be divided into 5 main categories namely: Fiction Non- fiction Folktales Biography Poems

AIMS AND OBJECTIVES

Aim

To help pupils improve their English through reading simple fiction To provide a continuum for the literature component introduced in secondary school To create an enjoyable learning environment

Objectives

To instil and inculcate the reading habit among pupils. To enrich pupils vocabulary and language content. To enhance pupils thinking skills. To promote cultural understanding in the Malaysian context To improve English language proficiency of pupils. To provide lively, enjoyable and high-interest readings.

Why was the programme launched?

1. The Cabinet decided that Childrens Contemporary Literature be taught in Year 4, 5 and 6. To provide an early beginning and a foundation in literature. Pupils will develop an understanding of other societies, cultures, values and traditions that will help them in their emotional and spiritual growth. A follow-up programme to the structured reading programme for Year 1 and 2 pupils.

2. 3.

4.

YEAR 4

IMPLEMENTATION OF PROGRAMME
Year 4 pupils - provided 3 books to read.

Pupils need to read 3 books in a year 1 book every 3 months At any one time, pupils will have one book to read. Implementation in the classroom: books on rotation basis. 4A 4B 4C
Jan - April Title 1 Title 2 Title 1 Title 3 Title 3 Title 2 Title 1

May July
August Sept

Title 3
Title 2

Titles for Contemporary Childrens Literature

Year 4 (SK) 1. Tidy Your Room, Tanya! -Pamela Rushby Karisma Productions

2. Tales and Tails -Hyacinth Gaudart Gapura Cita

3. The Little Blue Boy -Fatou Keita Danalis Distributors 4. Coral Bay Surprise - Barbara & David Miller Rima Enterprise 5. Everyone is Good At Something - Peter Etherton Falcon Press 6. The Humble Prince- Kumara Velu Oscar Book International

Kedah, Pulau Pinang Perak, Selangor Wilayah Persekutuan Negeri Sembilan Johor, Melaka

Pahang Terengganu Kelantan, Labuan Sabah ,Sarawak

Year 4 (SJK)
All States

1. Caught in the Act - Patricia Sealey Johor Central Store 2. The Old House- Sandra Clayton Rekatext Publishing 3. A Wise Man- Chan Siew Mei Mika Canggih

YEAR 5

IMPLEMENTATION OF PROGRAMME Year 5 pupils - provided with 3 books to read. Pupils need to read 3 books in a year 1 book every 3 months At any one time, pupils will have one book to read.

Implementation in the classroom: books on rotation basis.

5A 5B 5C Jan - April Title 1 Title 2 Title 3

May July
August Sept

Title 3
Title 2

Title 1
Title 3

Title 2
Title 1

Titles for Contemporary Childrens Literature

Year 5 (SK) 1. Mr Stofflees and the Painted Tiger Robin Mellor (OUP) Masa Enterprise

2. Anansi and Turtle Share Dinner Della Rowland (McGraw-Hill) Unipress Distributor
3. Poems in Your Pocket Debble Powell & Andrea B. (Prentice Hall)- Sakata Profound Technologies 4. What You Wish For Ann Thomas (Rigby) Bright Publications 5. The Walking Box and Other Stories - Judy Ling (Pearson) Mutiara Cemerlang 6. In The Mirror- Richard Brown and Kate Ruttle (Cambridge) Ultimate Edition

Kedah, Pulau Pinang Perlis, Perak, Selangor Wilayah Persekutuan, Negeri Sembilan Johor, Melaka

Pahang Terengganu Kelantan, Labuan Sabah ,Sarawak

Year 5 (SJK)
All States

1. The Race for the Cup Barbara Mitchelhill (Rigby) Pustaka Kamza 2. The Elves and the Shoemaker- Margaret Nash (Heinemann) Ikhtiar Resources 3. Changing Days- Jill Eggleton (Edutech Publisher)-

YEAR 6

IMPLEMENTATION OF PROGRAMME

Pupils - provided with 2 books to read. Pupils need to read 2 books in a year 1 book every 4 months At any one time, pupils will have one book to read. Implementation in the classroom: books on rotation basis.

Titles for Contemporary Childrens Literature

Year 6 (SK & SJK) 1. The Perfect Present Marcia Vaughan (Ginn & Company) Johore Central Store Sdn. Bhd. 2. Noble Tales Untold Sheikh Hassan Seylan Abad Abad Ceria Enterprise Selangor, Terengganu, Pahang, Sabah & Labuan

3. Dans Secret Weapon Therese Rea (Rigby Heinemann)- Alpha Sigma Sdn. Bhd. 4. Clever Katya Julia Donaldson (Ginn & Company) Johore Central Store Sdn. Bhd.

Johor, Melaka, Negeri Sembilan, Kuala Lumpur & Perak

Titles for Contemporary Childrens Literature

Year 6 (SK & SJK)

5. The Case of the Missing Maths Teacher Suzanne Weyn (McGraw Hill) - Refined Contour Sdn. Bhd.
6. Shorty Christine Rule SP Smart Resources Sdn. Bhd.

Sarawak, Perlis, Pulau Pinang, Kedah & Kelantan

Selected poems supplied by CDC or chosen by teachers.

Requirements of the Primary School Syllabus

3.0 3.10 The Skill of Reading Read and enjoy simple stories and poems and respond to them by talking about the people, animals and moral values in the story or poem, and relating it to ones life Read simple texts and predict outcomes at a level suited to learners ability. Read simple texts and make inferences and draw obvious conclusions

3.11 3.12

Benefits of having Childrens Literature

Personal and Emotional gains
Literature gives enjoyment. It enriches their understanding of themselves and the world around them. It develops imagination. It helps children make sense of their own experience. It evokes ones feelings on issues related to life.

Learning Gains
It allows children to learn new ideas and knowledge. It adds to their understanding of concepts. It allows children to understand cultural traditions and values and issues in life. It allows children to develop respect for self and others. It encourages them to become aware of their audience.

Language Gains
It helps children develop an awareness of how language works in communication. It helps them develop an understanding of the meaning of words. It allows them to experience new ways of using language that bridges the gap between written and spoken language. It allows them to experience the form of narratives. The End

EARLY LITERACY THROUGH ENGLISH (ELiTE)

What pupils should achieve at the end of Year 1

Identify lower case alphabets /a/ to /z/ correctly

Identify numerals 0 to 10 correctly Identify upper case letters ( A-Z correctly) Write lower case alphabets /a/ to /z/ correctly Write numbers 0 to 10 correctly Identify numerals 11 to 20 correctly Copy words correctly Copy phrases and simple sentences correctly Listen to and follow simple instructions verbally Listen to and follow simple instructions in the written form Read simple words

 Read simple phrases and sentences

Understand simple questions

Answer simple questions Ask simple questions Speak on simple topics Write simple sentences ( 3-5 words)

NOTES During term 1, ELiTE will be carried out by English Language, Science and mathematics teachers. During term 2 the ELiTE programme will be only carried out during the English Language periods. Science and Mathematics will start with their respective Year 1 curriculum.

NOTES Mastery concept of learning will be used for ELiTE. Pupils need to master a unit before they move on to the next. Pupils will begin with alphabets and move on to words using the an integrated approach which includes the phonics approach. After this they will venture into phrases and eventually go on to simple sentences of 3 to 5 words.

Outline of Module (Term 1)

Unit 1 and 2 Alphabets and words ( lower case and upper case)
Unit 3 Objects in the classroom

Unit 4
Unit 5 Unit 6 Unit 7

Parts of the body

Animals Plants Colours and Shapes

Outline of Module (Term 2)

World of Self
World of Knowledge

World of Stories

DOKUMEN STANDARD KURIKULUM SEKOLAH RENDAH (KSSR)

OBJECTIVES By the end of Year 6, pupils should be able to: i. communicate with peers and adults confidently and appropriately in formal and informal situations; ii. read and comprehend a range of English texts for information and enjoyment; iii. write a range of texts using appropriate language, style and form through a variety of media;

iv. appreciate and demonstrate understanding of English language literary or creative works for enjoyment; and
v. use correct and appropriate rules of grammar in speech and writing.

CURRICULUM CONTENT FOR YEAR 1 & 2

4.0 LANGUAGE ARTS

The standards for language arts in Year 1 and 2 will explore the power of story, rhyme and song to activate pupils imagination and interest, thus encouraging them to use English language widely. This component will ensure that they benefit from hearing and using language from fictional as well as nonfictional sources. Through fun-filled and meaningful activities in this component, pupils will gain a rich and invaluable experience in using the English language. When taught well, pupils will take pride in their success. They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible. Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in funfilled, activity-based and meaningful experiences.

KSSR English Language Syllabus

Band
1 2 3 4 5

Performance
Know basic skills in listening, speaking, reading and writing Know and understand words, phrases and sentences heard spoken, read and written Know, understand and apply knowledge obtained through listening, speaking, reading and writing Apply knowledge obtained through listening, speaking, reading and writing in various situations using good manners Demonstrate well the ability to apply the knowledge of listening, speaking, reading and writing for various purposes using admirable manners Appreciate literary works by performing and presenting ideas using exemplary manners

KSSR English Language Syllabus

Refer:
DOKUMEN STANDARD KURIKULUM SEKOLAH RENDAH

How language skills can be developed using literature

Reasons for Using Literary Texts Four main reasons which lead a language teacher to use literature in the classroom (Collie and Slater (1990:3): - valuable authentic material - cultural enrichment - language enrichment - personal involvement

1. Valuable Authentic Material

Many authentic samples of language in reallife contexts. Learners are exposed to actual language samples of real life / real life like settings. In reading literary texts, students have to cope with language intended for native speakers, so they become familiar with many different linguistic forms, communicative functions and meanings.

2. Cultural Enrichment
Literary works (novels, plays, short stories, etc.) facilitate understanding how communication takes place in a particular country. It presents a full and colourful setting in which characters from many social/regional backgrounds can be described. A reader can discover the way the characters in such literary works see the world outside (their thoughts, feelings, customs, traditions, possessions; what they buy, believe in, fear, enjoy; how they speak and behave in different settings.) Literature is best regarded as a complement to other materials used to develop the learners understanding into the country whose language is being learned. Literature adds a lot to the cultural grammar of the learners.

3. Language Enrichment
Literature provides learners with a wide range of individual lexical or syntactic items. Students become familiar with many features of the written lang., reading a substantial and contextualized body of text. They learn about the syntax & discourse functions of sentences, the variety of possible structures, the different ways of connecting ideas, which develop & enrich their own writing skills. Students also become more productive & adventurous when they begin to perceive the richness & diversity of the language they are trying to learn & begin to make use of some of that potential themselves. They improve their communicative & cultural competence in the authentic richness, naturalness of the authentic texts.

4. Personal Involvement
Literature can be useful in the language learning process owing to the personal involvement it fosters in the reader. Once the student reads a literary text, he begins to inhabit the text & is drawn into the text. Understanding the meanings of lexical items or phrases becomes less significant than pursuing the development of the story. The student becomes enthusiastic to find out what happens as events unfold via the climax; he feels close to certain characters and shares their emotional responses. This can have beneficial effects upon the whole language learning process.

Literature and The Teaching of Language Skills

Literature plays an important role in teaching four basic language skills like reading, writing, listening and speaking. However, when using literature in the language classroom, skills should never be taught in isolation but in an integrated way. Teachers should try to teach basic language skills as an integral part of oral and written language use, as part of the means for creating both referential and interactional meaning, not merely as an aspect of the oral and written production of words, phrases and sentences.

Literature and Reading

Discussion begins at the literal level with direct questions of fact regarding setting, characters, & plot which can be answered by specific reference to the text. When students master literal understanding, they move to the inferential level, where they must make speculations & interpretations concerning the characters, setting, & theme & where they produce the authors point of view. After comprehending a literary selection at the literal & inferential levels, students are ready to do a collaborative work (to state that they share their evaluations of the work & their personal reactions to it - to its characters, its theme(s), & the authors point of view. The third level, the personal / evaluative level stimulates students to think imaginatively about the work & provokes their problem-solving abilities. Discussion deriving from such questions can be the foundation for oral and written activities

Literature and Writing

Literature can be a powerful & motivating source for writing, both as a model & as subject matter. Literature as a model occurs when student writing becomes closely similar to the original work or clearly imitates its content, theme, organization, and /or style. However, when student writing exhibits original thinking like interpretation or analysis, or when it emerges from, or is creatively stimulated by, the reading, literature serves as subject matter. Literature houses in immense variety of themes to write on in terms of guided, free, controlled and other types of writing.

Literature as a Model for Writing

3 main kinds of writing that can be based on literature as a model: Controlled Writing: Controlled model-based exercises which are used mostly in beginning-level writing typically require rewriting passages in arbitrary ways to practise specific grammatical structures. (e.g., students can be reporters doing a live newscast, or they can rewrite a third person passage into first person from a characters point of view) Guided Writing: This activity corresponds to intermediate-level ESL / EFL. Students respond to a series of questions or complete sentences which, when put together, retell or sum up the model. In some cases, students complete the exercise after they receive the first few sentences or the topic sentence of a summary, paraphrase, or description. Guided writing exercises, especially at the literal level, enable students to comprehend the work.

Literature as a Model for Writing

Reproducing the Model: This activity comprises techniques like paraphrase, summary, & adaptation. These techniques are very beneficial writing exercises. In paraphrasing, students are required to use their own words to rephrase the things that they see in print or hear aloud. Since paraphrase coincides with the students trying to make sense of the poem, it is a strikingly useful tool with poetry. Summary work goes well with realistic short stories & plays, where events normally follow a chronological order & have concrete elements like plot, setting, & character to guide student writing. Adaptation requires rewriting prose fiction into dialogue or, reversely, rewriting a play or a scene into narrative. This activity enables students to be aware of the variations between written and spoken English.

Literature as Subject Matter for Writing

One benefit of having literature as the reading content of a composition course is that the readings become the subject matter for compositions. In a composition course whose reading content is literature, students make inferences, formulate their own ideas, & look closely at a text for evidence to support generalizations. Thus, they learn how to think creatively, freely and critically. Such training helps them in other courses which require logical reasoning, independent thinking, & careful analysis of the text There are mainly two kinds of writing based on literature as subject matter: writing on or about literature, & writing out of literature. These categories are suitable and useful for ESL / EFL

Writing On or About Literature

Writing on or about literature comprises the traditional assignments in which students analyze the work or in which they speculate on literary devices and style. Writing on or about can occur before students begin to read a work. Students write about the issues with reference to their own life experience. This helps interest them in the work & makes them ready for reading & writing about it. Most writing assignments done during as well as after the reading, however, derive from class discussion. They take many forms, such as questions to be answered, assertions to be debated, or topics to be expanded, discussion groups to be established.

Writing Out of Literature

Writing out of literature means making use of a literary work as a springboard for composition - creative assignments developed around plot, characters, setting, theme, and figurative language. There are many forms of writing out of literature, such as Adding to the Work, Changing the Work, Drama-Inspired Writing and A Letter Addressed to Another Character, etc.

Writing Out of Literature

Adding to the Work: This comprises writing imaginary episodes or sequels, or, in the case of drama, filling in scenes for off-stage actions that are only referred to in the dialogue. Changing the Work: Students can make up their own endings by comparing the authors ending to their own. Short stories can be rewritten in whole or in part from the point of view of a character versus a third person narrator or of a different character.

Writing Out of Literature

Drama-Inspired Writing: It is possible to derive drama-inspired writing activities from plays, short stories, novels, and sometimes poetry. The student steps into the consciousness of a character and writes about that characters attitudes and feelings. A Letter Addressed to Another Character: The student can write a letter to one of the characters, in which he / she gives the character personal advice about how to overcome a particular problem or situation (Stern 1991: 336).

Literature, Speaking, and Listening

The study of literature in a language class, though being mainly associated with reading and writing, can play an equally meaningful role in teaching both speaking and listening. Oral reading, dramatization, improvisation, role-playing, pantomiming, reenactment, discussion, and group activities may center on a work of literature.

Literature, Speaking, and Listening

Oral Reading Language teachers can make listening comprehension and pronunciation interesting, motivating and contextualized at the upper levels, playing a recording or video of a literary work, or reading literature aloud themselves. Having students read literature aloud contributes to developing speaking as well as listening ability. Moreover, it also leads to improving pronunciation. Pronunciation may be the focus before, during, and / or after the reading.

Literature, Speaking, and Listening

Drama Needless to say, literature-based dramatic activities are valuable for ESL / EFL. They facilitate and accelerate development of the oral skills since they motivate students to achieve a clearer comprehension of a works plot and a deeper comprehension and awareness of its characters. Though drama in the classroom can assume many forms, there are three main types, which are dramatization, role-playing, improvization.

Benefits of Different Genres of Literature to Language

Benefits of Using Poetry to Language Teaching There are at least two learning benefits that can be derived from studying poetry: - appreciation of the writers composition process, which students gain by studying poems by components - developing sensitivity for words and discoveries that may later grow into a deeper interest and greater analytical ability

Benefits of Different Genres of Literature to Language

Sara (2003:17-20) explains the educational benefits of poetry as follows: - provides readers with a different viewpoint towards lang. use by going beyond the known usages & rules of grammar, syntax & vocabulary, - triggers unmotivated readers owing to being so open to explorations and different interpretations, - evokes feelings and thoughts in heart and in mind, makes students familiar with figures of speech (i.e. simile, metaphor, irony, personification, imagery, etc.) due to their being a part of daily language use.

Benefits of Different Genres of Literature to Language

Benefits of Using Short Stories to Language Teaching Short fiction is a supreme resource for observing not only language but life itself. In short fiction, characters act out all the real and symbolic acts people carry out in daily lives, and do so in a variety of registers and tones.

Benefits of Different Genres of Literature to Language

Short fiction offers the following educational benefits - makes the students reading task easier as it is simple & short when compared with the other literary genres - enlarges the advanced level readers world views about different cultures & different groups of people - provides more creative, encrypt, challenging texts that require personal exploration supported with prior knowledge for advanced level readers, - motivates learners to read due to being an authentic material, offers a world of wonders and a world of mystery, gives students the chance to use their creativity,

Benefits of Different Genres of Literature to Language

- promotes critical thinking skills, - facilitates teaching a foreign culture (i.e. serves as a valuable instrument in attaining cultural knowledge of the selected community) - makes students feel themselves comfortable & free, helps students coming from various backgrounds communicate with each other because of its universal language - helps students to go beyond the surface meaning & dive into underlying meanings, - acts as a perfect vehicle to help students understand the positions of themselves as well as the others by transferring these gained knowledge to their own world.

Benefits of Different Genres of Literature to Language

Benefits of Using Drama to Language Teaching Learners become familiar with grammatical structures in contexts & also learn about how to use the language to express, control & inform. It raises the students awareness towards the target language & culture. The new language & the context of the drama should fuse into a language learning process with high interest, relevance & enjoyment. Learners can make use of drama to promote their comprehension of life experiences, reflect on particular circumstances and make sense of their extralinguistic world in a deeper way

Benefits of Different Genres of Literature to Language

- stimulates the imagination and promotes creative thinking, - develops critical thinking skills, - promotes language development, - heightens effective listening skills, - strengthens comprehension & learning retention by involving the senses as an integral part of the learning process - increasing creativity, originality, sensitivity, fluency, flexibility, emotional stability, cooperation, & examination of moral attitudes, while developing communication skills & appreciation of literature, - helping learners improve their level of competence with respect to their receptive & productive skills,

Benefits of Different Genres of Literature to Language

Benefits of Using Novels to Language Teaching develops the advanced level readers knowledge about different cultures and different groups of people, increases students motivation to read owing to being an authentic material, offers real life / real life like settings, gives students the opportunity to make use of their creativity, improves critical thinking skills, paves the way for teaching the target language culture, enables students to go beyond what is written and dive into what is meant