Ministry of higher education, science and
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(о)Critical approaches to children\' s literature
22 2.2. Children’s literature: Issues of language and literacy development Many writers refer to the role that children’s books can play in language and literacy development (see, for example, Cullinan & Galda, 2002; Doonan, 1993; Fisher, Flood & Lapp, 2003; Huck et al., 2001; Johnson, 2003; Lewis, 2001; Morrow, 2004; Saxby, 1997; Sawyer, 2004; Stewig, 1995; Vacca, Vacca & Gove, 2000; Winch et al., 2004). According to Fisher et al. (2003), children’s literature, in providing models of language structure, can be useful in promoting children’s literacy development. According to Winch et al. (2004, p. 402), children’s literature “provides a wonderful opportunity for children to see language in action”, “a great resource for more formal learning about the structures of language” and “a locus for learning about these structures in meaningful contexts”. Among those who have discussed children’s books in relation to language and literacy development are some who have focused on second language and literacy development (Coonrod & Hughes, 1994; Craft & Bardell, 1984; Peregoy & Boyle, 2001; Faltis, 1989; Ghosn, 1997; Kruise, 1990; Yau & Jimenez, 2003; Xu, 2003; Smallwood, 1988, 2002; Ferguson & Young, 1996). However, most of those who discuss the role that children’s literature can play in second language development appear to assume that the literature involved is primarily, even exclusively, literature that is written with first language speakers in mind. Furthermore, many of these writers, such as, for example, Yau and Jimenez (2003), whilst arguing that literature-based instruction can have a positive impact on the language and literacy of primary school children, including those from language minority backgrounds, have very little to say that is sufficiently specific to provide teachers of young learners with guidance on the selection and appropriate use of children’s literature in second and/or foreign language contexts. Xu (2003), in arguing that literature in English can provide language learners with opportunities to master structure through exposure to repeated and predictable linguistic patterns, comes closer than most to providing some specific indication of the potential linguistic value of some texts designed for 23 children. Without reference to different purposes and contexts of use, some writers argue that literature should be selected in relation to its linguistic features (see, for example, Boyle & Peregoy, 1990; Brown, 2004; Smallwood, 1988, 1998; Xu, 2003), while others (see, for example, Krashen, 1983) argue that is important not to exercise too strict control over the language, apparently believing that there is little difference between natural language acquisition and the learning of an additional language for a few hours each week in a classroom context 10 . Download 0.56 Mb. Do'stlaringiz bilan baham: |
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