PISMP Childrens Literature LGA3101

IPG Kampus Gaya Topic two: Pedagogical Principles of Teaching Young Learners
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Pedagogical Principles of Teaching Young Learners

A reminder Know your students:

The Learners

Pedagogical Principles of Teaching Young Learners

As teachers, we always start by knowing our learners, so who are ?
Primary Childrens literature Young Learners

Primary
From 5-14 yrs of age (school age variations worldwide) Significant variations within age group: individual, socio-cultural, educational contexts
Pinter 2006 p 1-2 3

Primary level Young Learners

At pre-school or first 2-3 yrs of schooling Holistic approach to language: understand messages, but cannot analyse language Lower levels of awareness about selves as language learners and the process of learning Limited reading and writing skills even in their first language Generally more concerned about themselves than others Limited knowledge about the world Enjoy fantasy, imagination, and movement
Pinter 2006 p 1-2 4

Primary level Older Learners

Established and comfortable with school routines A growing interest in analytical approaches language as an abstract system Growing level of awareness about themselves as language learners and their learning Well developed reading and writing skills Growing awareness of others and their viewpoints ... and of the world around them Begin to show interest in real life issues
Pinter 2006 p 1-2 5

Teaching our young learners

Primary children may have a simple view of the world, but teaching them is highly skilled. Teachers must:
reach into childrens world and lead them to develop understandings towards more formal, extensive and differently organized concepts understand how they make sense of the world and learn analyse learning tasks using language to teach classes of young children know about managing children and keeping them on task
Cameron 2001 6

Young, but full of interest

Children can do more than we think they can:
not only colours, numbers, nursery rhymes and talking about themselves but international sport, music, clothes, evolution, computers, pollution, crime There may be some slow learners, but dont forget the fast ones! But then also, dont teach at the speed of the more responsive ones only
Cameron 2001 7

In general
Generalising about young learners:
Children are enthusiastic, lively and want to please the teacher They will try anything, but lose interest quicker ... so need motivating if difficult No access to metalanguage, but pick up pronunciation well so improve yours!

Cameron 2001

Focus on learning
Taking a learner-centred perspective:
Knowledge about childrens learning essential Must follow needs of children Centre is on the childs learning, not the child
Reading from Cameron 2001 p 2:

Cameron 2001

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Activity
Can you picture that? Discuss it with a partner: Does it differ from any other messages you are getting about teaching? What and from where?

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Literature in the Primary Curriculum Dynamic

A quick look at KBSR to KSSR Skills and Contexts
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What literature do I teach? and When?

Literature is part of art Art is one way humans explore their world and express their experiences It appeals to and answers the essential requirements of our existence Artistic elements are therefore in all of us and appeal to something fundamental within us It can therefore be a motivator in education
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The English Language curriculum

There are no explicit specifications for literature in the existing Primary curricula However:
Literature is an essential part of Language Arts in the new KSSR syllabus for Years 1 to 3 It is a material source in learning Literacy It makes up a large part of The World of Stories, one of the three teaching contexts (at SK yr 4) Stories are referred to in the Objectives (p. 8) and, along with poems, in Outcomes and Specifications
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Outcomes and specifications

Literature in the KPSR (2003) curriculum outcomes and specifications (Yrs 4 to 6) e.g.
In the Skill of Listening:
SK yr 4 Sections 1.6, 1.7 (pp 13, 14)

In the Skill of Speaking:

SK yr 4 Section 2.4 (p 17)

In the Skill of Reading:

SK yr 4 Sections 3.8 to 3.10 (pp 27, 28)

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Reading Lists
Suggested titles for reading, short stories and poems are provided by the Ministry from time to time Titles may vary from State to State

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Literature as a motivating influence

Communicating with art and imagination
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A product of two imaginations

Read Chitravelu et al pages 258 to 261

The purpose of engaging with a literary text is to enjoy an imaginative world This is the product of two imaginations: the reader (or listener) and the author So whether as listener, reader, or writer we are communicating a shared experience This is a basic source of human enjoyment It is this enjoyment that is the motivator of using literature in language teaching-learning
Chitravelu 2005 18

A tool for language development

Literature can be used in language development as a:
Model of language use: thus influencing L2 usage Stimulus for language-based activities: the motivation factor Context for language-based activity: motivation for L2 learning

Chitravelu 2005

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Holistic development
At the same time as providing comprehensible input for language learning, literature also offers variety and interest in:
Themes, topics, content Examples of language use

By drawing from all lifes topics and themes, literature is also a source of general learning and influence By offering imaginative, beautiful works it also helps develop aesthetic judgement and taste So, at the same time as motivating with excitement and beauty, literature contributes to personal development
Chitravelu 2005 20

The influence of art in creative development

Literature and creativity

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Early literacy learning

Active learning: Piagets Constructivism
Children get absorbed in stories, etc Learn from exploration and play and talking things through with others, usually adults (also exploration); play and talk combined
Actively making sense of their environment = assimilation Modifying over-generalized assumptions = accommodation

Interaction with the environment gives active construction of knowledge

Pinter 2006

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Literature and creative learning

... the difference between being a good teacher and being a creative teacher is one of emphasis and intention. The creative teacher is one who values the human attribute of creativity in themselves and seeks to promote this in others. In the process, such teachers encourage children to believe in their creative potential and give them the confidence to try. Furthermore, they seek to foster other creative attributes in the young, such as risk taking, commitment, resilience, independent judgement, intrinsic motivation and curiosity. (Cremin 2009 p 5)
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The holistic return

Going back to the idea of holistic development of the individual and the long term:
Creative English teaching and teaching for creativity in English aims to enable young people to develop a questioning and critically reflective stance towards texts, to express themselves with voice and verve and multimodally and in multiple media, and to generate what is new and original. (Cremin 2009 p 5)
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An environment of possibility
With literature enjoyed and shared in the classroom:
Individual agency and self-determination is fostered Childrens interests and ideas are valued, discussed, celebrated A climate of trust, respect and support develops in the classroom Features of creativity are modelled A culture of creative opportunities is developed

Cremin 2009

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Fostering play and engagement through literature

Play is spontaneous, improvisational and generative and involves exploration and evaluation of possibilities It can be fostered throughout the primary phase by:
investigating fictional scenarios experimenting with different poetic presentations scripting for performance examining issues for debate and discussion

Cremin 2009

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The language development bonus

Literature as a resource for language development incorporates meaning and purpose:
Foreground potent, affectively engaging texts to gain interest Explicit focussed attention can be given to linguistic features, but taught in context and practiced through meaningful activities with clear purpose. Meaningful components should be highlighted and connected to the outcome of the texts in all genres
Cremin 2009 27

Further guidelines for creative teaching

Harness curiosity and profile agency Encourage collaboration and making connections Integrate reflection, review, feedback and celebration Take time to travel and explore Ensure the creative involvement of the teacher

Cremin 2009

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Source references
Cameron, L (2001) Teaching Language to Young Learners. Cambridge: CUP Chitravelu, N., Sithamparam, S., Teh Soo Choon; 2005, ELT Methodology: Principles and Practice (2nd Edition) Kuala Lumpur: OUP/Penerbit Fajar Bakti. Cremin, T. (2009) Teaching English Creatively. Oxford: Routledge (CALL OS372.60941 CRE 2009) Pinter, A. (2006). Teaching Young Language Learners. Oxford: OUP (CALL 372.65 PIN 2006)

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