Ministry of higher education, science and

 
Conclusion
Many theories have been developed about relying on such methods and 
approaches in teaching foreign language to young children. Foreign 
language in the lower stages of education today. in particular, using a 
number of modern methods and methods in teaching English is one of 
the main tasks of a pedagogue. 
 
 
 
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A critical approach to children's literature. 1967, McGraw-Hill на английский язык 

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CHAPTER 3. Using children’s literature in the teaching and 
learning of English: Principles of selection 
3.1. Selecting and using children’s literature in primarily 
Englishspeaking communities 
 
In selecting appropriate literature in the context of the primary language of 
instruction, teachers of young learners need to consider every aspect of individual 
development. This includes cognitive development generally, and physical, social, 
emotional and moral development, as well as the development of language and 
literacy (Raines, 1994; Tomlinson & Lynch-Brown, 1996/2002; Johnson, 2003). 
According to Vygotsky (1978, p. 86), material selected for children should be within 
their zone of proximal development.7 Thus, for example, The Very Hungry 
Caterpillar by Eric Carle (1969), a concept book about the growth and 
transformation of a caterpillar, 8 is, according to Norton (1999), generally 
appropriate in relation to the linguistic and cognitive development of children in the 
age range from 4 to 7. However, in terms of language development, it is not 
appropriate for the majority of 4 to 7 year old learners of English in Taiwan. Nor is 
it necessarily conceptually appropriate for those older young learners who may be 
more able to cope with the fact that it includes over 100 different lexical items 
(including some low frequency lexical items), a combination of count and noncount 
nouns and regular and irregular verbs, units of measurement (e.g., a slice of . . .), 
intensifiers, and a range of syntactic structures (see Chapter 7). Similarly, although 
Brown Bear, Brown Bear, What Do You See? by Martin and Carle (1970) is 
considered generally suitable for the promotion of the cognitive development for 4 
year old children in terms of layout, repeated sentence patterns, rhyme and 
conceptual simplicity (Johnson, 2003), it is unlikely to be linguistically appropriate 
for many 4 year old learners of English in Taiwan. Equally, although many children 
in the 9 to 12 year old age range for whom English is a first 

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language will be able to cope without difficulty with fiction in which there are a 
range of different time zones (such as, for example, the Time Warp Trio series by 
Jon Scieszka or The Dulicate by William Sleator (1988)), the complexity of time 
referencing that is involved is likely to be beyond the linguistic capabilities of young 
learners of English as a second or foreign language within the same age range
11
.