Dissertations / Theses on the topic 'Literature teaching'
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GUIMARAES, CLAUDIO DE ASSUMPCAO. "THEORETICAL ELEMENTS ON LITERATURE TEACHING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10719@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROA presente dissertação de mestrado, Elementos teóricos para o ensino da literatura, tem por objetivo uma compreensão do fenômeno literário que transcende a sua configuração textual, em vista de uma atualização do ensino da literatura em escolas de Nível Médio. Para alcançar este fim, a pesquisa analisa ferramentas teóricas desenvolvidas pela Estética da Recepção e pela chamada Ciência Empírica da Literatura, avaliando a oportunidade de transferir os seus modelos para o espaço escolar, como estratégia pedagógica inovadora capaz de revigorar o próprio ensino. Neste sentido, a dissertação pretende oferecer caminhos de mediação entre uma tradição ainda vigente e propostas de renovação no campo da didática com respeito ao fenômeno literário e suas formas de historiografia.
The present M.A. thesis, Theoretical elements on literature teaching, aims at understanding the literary phenomenon which transcends its textual configuration. It keeps in sight the update of literature teaching in high school (medium level). In order to achieve such goal, this research analyses theoretical tools developed by the Reception Aesthetics and the so called Empiric Science of Literature. It evaluates the opportunity of transferring those models to the space of the school, as an innovative pedagogical strategy capable of renewing the act of teaching. In such sense, this thesis intends to offer ways to deal with a still present tradition and the renewal proposals in the field of didactics concerning the literary phenomenon and its historiography.
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Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.
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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.
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Ngo, Lập Tu McLaughlin Robert L. "Literature as allusion processing and teaching Vietnam-American war literature." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225141141&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177941823&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on April 30, 2007. Dissertation Committee: Robert L. McLaughlin (chair), Ronald Strickland, Aaron Smith. Includes bibliographical references (leaves 196-207) and abstract. Also available in print.
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Behari, Kasturi. "Literature education for transformation : a critical pedagogy for literature teaching." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19575.
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Bibliography: pages 115-119.As the new South African national ethos is borne, education assumes the inenviable role of reconciliator and liberator amidst the programme of the redressing of past imbalances. Stakeholders everywhere are looking to the field of education for national reconstruction and nation building through the development of young minds into productive, active and creative citizens. Indeed, the responsibility that education bears is a moral one. The broad field of this dissertation identifies Literature Education as a tool for transformation within the specific context of present post-apartheid South Africa. A paradigmatic analysis of literature teaching is provided to establish a theoretical framework for teachers to critically appreciate the underpinnings of their methodological practice, within which to locate their current literature teaching trends. Making a paradigmatic shift in literature teaching implies a change in our beliefs concerning knowledge and meaning; power and authority and learning and teaching in society. The thesis posits that Literature Education must necessarily be located within a critical paradigm of teaching, so that as a critical pedagogy, it may facilitate the self and social transformation of pupils and practitioners alike. Within the critical paradigm of literature teaching, reading is reconceptualised as an interactive process between reader and text. The reader's status is elevated to meaning-maker, without whom the act of reading would be void. Adequate literary theory is advanced on Schema Theory as a model of reading analyses of a reader's or pupil's Personal-Mental Schemata. The theory of Additive Schemata is proposed as the means to effect the transformation in pupils through Schema Refreshment or Schema Alteration. The critical teacher using Additive Schemata inputs, is in a position to maximise the potential that the learner has for transformation. Transformation, however is not guaranteed as it depends on a variety of factors such as a learner's flexibility, logical reasoning and a need to be transformed. In order to validate this proposal a research project was conducted in an English Literature class, the dynamics of which are detailed in Chapter Three in their entirety. The findings reveal that Additive Schemata have a positive influence on a learner's personal-mental Schemata leading in most cases to a transformation within pupils who engaged critically with the Additive Schemata approach. The research acknowledges that a learner's point of entry is not the same as the point of departure within the Additive Schemata approach. Learners are not being introduced to a new moral order; the Additive Schemata offers learner's a new moral choice. In so doing, literature teaching, following the Additive schemata approach, embodies the central tenets of a critical pedagogy offering pupils a process that is self-liberating and socially empowering.
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Payne, Alan Robert. "An intertextual approach for teaching literature /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850458331&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279561194&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2008.Typescript. Vita. "May 2008." Major professor: Benjamin F. Fisher Includes bibliographical references (leaves 166-170). Also available online via ProQuest to authorized users.
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Zuloaga, Carole. "Multicultural literature." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/845.
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Xu, Li, and 徐莉. "IBMYP Chinese language A literature teaching process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4836924X.
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在國際文憑課程教學領域內，有關漢語A文學教學的研究剛剛起步。本研究探討中學項目九年級學生在文學教學過程中，初學文學評論的表現以及相關策略的運用。本研究以一所國際文憑組織成員學校中學項目九年級的學生為對象，通過問卷調查和小說單元的欣賞教學實驗及研究分析，發現： 1. 學生普遍具有閱讀文學作品的興趣，具備評價文學作品的意識。2. 文學教學促使一些學生突破以往閱讀思維的局限，視野更為開闊，更多關注作品所傳遞的更為豐富的文化信息以及作者駕馭作品的方式與技巧。3. 中文水準較弱和普通的一些學生，在文學評論的組織與表達方面尚有明顯不足。中文水準優秀的學生已經熟練掌握文學評論的寫作方法和技巧，能自如地聯係課外閱讀經驗，對不同作家作品進行比較、分析。據此結果，現時中學項目的漢語文學教學應該拓展閱讀面，增加知識積累，加強文學評論的寫作指引和訓練，為大學預科項目的文學學習做好銜接準備。
Little scholarship has been done regarding the teaching of “Language A Chinese" from the International Baccalaureate Organization (IBO). The present study focuses on the topic of Chinese Language A teaching to Grade 9 students, in particular, who are in the fourth year of MYP Language A. The study looks at student progress as they undertake this course as well as appropriate teaching strategies to maximize success. Drawing on Grade 9 students survey data from an IBO World School as well as the reseacher’s practical classroom experience, the major findings of this study are as follows:
1. Students are interested in reading literary works and enjoy evaluating literature.
2. The teaching of literature has prompted some students to pay more attention to cultural aspects of readings and has opened their mind to new ideas.
3. Lower- achieving Chinese Language students continue to have difficulties understanding the organization and expression of the literature commentary. In contrast, higher- achieving students have shown the ability to not only comprehend deeper organization and meaning in the literature, but they are also able to identify writing methods, and compare and analyze the work of different writers.
Given the study findings, it is recommended that more MYP Chinese literature teaching should be focused on reading and writing in order to increase student knowledge and awareness, but also to strengthen their ability to succeed in the next stages of their schooling.published_or_final_version
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Correia, Sandra Miriam Rodrigues. "The role of literature: english textbooks and literature in secondary teaching in Portugal." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/8105.
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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção
do grau de Mestre em Ensino de InglêsThe purpose of this Project Work is to assess how English textbooks present an approach to the literary text in secondary schools in Portugal. Whilst textbooks are not the only resource teachers use in their teaching practice, in the last years they have gained a significant place, being now the main tool in any classroom. Acknowledging its importance means textbooks have become legitimizing tools for the contents they promote. On the other hand, there has been a regression in textbooks due to several policies, political and educational, that have affected their role as sources of meaningful learning. In fact, being textbooks a reading of the syllabus and frequently their substitutes, it will be shown that there are flaws in the syllabus that are replicated in textbooks, affecting its content. In educational terms, the literary texts as valuable and valid learning material have been cause of debate throughout years, although the English syllabus in Portugal promotes its use. Bearing this in mind, the emphasis will be placed in the use of literary texts as a way of achieving meaningful learning and enhancing students’ knowledge of English as a foreign language and on how textbooks do not support this perspective nor recognize its importance, because they follow a communicative perspective of learning a language.
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Dozier, Kimberly S. Hesse Douglas Dean. "Reading Vietnam teaching literature using historically-situated texts /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914567.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 10, 2006. Dissertation Committee: Douglas Hesse (chair), C. Anita Tarr, Charles Harris. Includes bibliographical references (leaves 232-241) and abstract. Also available in print.
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Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.
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Nyman, Jon. "Nature and Culture: Teaching Environmental Awareness Through Literature." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25701.
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Syftet med denna uppsats är att undersöka och tolka relationen mellan koncepten natur och kultur, så som de är hanterade i Henry David Thoreau’s Walden; or. Life in the Woods (1854) och Into the Wild (1996) av Jon Krakauer, med hjälp av en ekokritisk analys. Båda dessa böcker är baserade på verkliga händelser och upplevelser, och handlar om två individer som valde att lämna samhället bakom sig för att i stället leva ett enkelt liv i naturen. Några av motiven de hade för att göra detta innefattar ett missnöje med samhällena i vilka de levde, en längtan efter extraordinära upplevelser, och en önskan att hitta medel att förbättra jaget. Jag kommer föreslå att de båda huvudkaraktärerna delar åsikter och tankar om naturen och dess relation till deras respektive kulturer. Vidare kommer jag föreslå att några av dessa åsikter och tankar kan och bör implementeras i det svenska skolväsendet i syfte att åstadkomma en mer hållbar syn på naturen och dess relation till kultur och samhälle. Jag kommer föreslå en möjlig metod för att genomföra detta, vilken är inspirerad av Greg Garrard’s lektionsplan ”Three Hours to Save the Planet!”, som finns inkluderad i The Handbook of Sustainability Literacy: skills for a changing world (ed. Arran Stibbe, 2009).
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Minardi, Katherine Sublett. "Using Children's Literature: An Approach to Teaching Reading." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/84.
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The purpose of this project was to develop a thematic unit of children's literature that combines skills-based and meaning-based reading instruction. The curriculum guide was designed for use with third and fourth graders. Lessons concentrated on relating each story to previously read stories through guided questioning. Emphasis was placed on critical reading and thinking skills, as well as the integrating of reading, writing, listening, and speaking. The curriculum was reviewed by seven third and fourth grade inservice teachers from two schools. Both quantitative and qualitative data were collected using a researcher-designed questionnaire. Results indicated that the teachers surveyed found the curriculum guide to be successful in combining children's literature into a thematic unit and that such a unit is an effective means of teaching reading. Also, the researcher concluded that the curriculum would be useful for teachers desiring to move toward a more holistic instructional approach. In addition, it was found that the curriculum effectively encouraged learner involvement and fostered higher-level thinking skills. Furthermore, the researcher concluded that the curriculum effectively integrated the four language art components in meaning-centered reading experiences which, in turn, enabled children to read, write, listen, and speak more often and at a higher level.
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Lyons, Reneé C. "Trips and Treks: Teaching Endangered Species Through Literature." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2367.
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Sines, Deborah. "A holistic approach to teaching literature in kindergarten." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/410.
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Manno, Annette Christine. "Teaching about conflict and values through children's literature." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1526.
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Almqvist, Whilma. "”I Want to Make Them Think” : An Analysis of Teachers’ Use of Dystopian Literature in the Swedish EFL Classroom." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51060.
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This study aims to investigate the role of dystopian literature in the Swedish EFL classroom. In particular, it intends to investigate and analyze the method that Swedish EFL teachers use to employ this genre into the classroom, as well as the aim for the usage. The study is qualitative and has been carried out through the conducting of semi-structured interviews consisting of open-ended questions. The findings of the study show that there are a number of common aims and methods among the respondents. The aim for the using of this particular genre was commonly to increase the students’ willingness to read by working with literature that would hopefully be appealing to them. Common methods for using this genre of literature include discussions in different group-constellations, as well as employing films and shorter video clips as a complement to the standard literature used during lectures. Further findings show that teachers are inclined to adapt their teaching depending on the individual student groups. In other words, there is a tendency among the respondents to be flexible in their teaching, in order to favor students’ development in the English language.
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Grundy, Thomas. "On Teaching the Bible as Literature: A Mythical Bias." 名古屋大学文学部, 1999. http://hdl.handle.net/2237/5508.
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Parker, Abigail B. "Teaching Envisionment: Activity Settings for Learning to Teach Literature." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218493014.
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Roche, Catherine Mary. "A philosophically based praxis for teaching symphonic music literature." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2605.
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This study is directed to an awareness of and exploration concerning the wealth of the cultural heritage that the modern world possesses in the great body of symphonic music literature. A survey of musical education in this field showed a neglect of the subject compared to time and attention given to skills, theory, and performance. Practices are based on random individual philosophies for the most part. The author has pursued the development of techniques for teaching symphonic literature for several years, always questioning the educational philosophy that was best suited to this teaching, and searching for a pedagogy based on the best philosophy discernible. The emerging aesthetic philosophy of the 1960's showed fresh promise of investigation into theory and method. The work of Stephen Pepper who formulated four World Hypotheses was used as a pivot to evaluate the hypothesis that best suited the project at hand. Pepper chose a theory termed Contextualism exemplified by the theory of John Dewey presented in his Art as Experience (1980). This philosophy of experience was in line with the emerging phenomenological thought. Kaelin, keenly interested in education, in his extensive writings has given an account of aesthetic theory based on existential phenomenology. These theories were applied to music education, and methodological considerations were treated gathered from followers of Dewey, Champlin, Villemain, and Ecker. An outline was made of the contextualist/experimentalist proposition for art education, and Kaelin's description of aesthetic education was presented. Philosophies of music and music education were examined. Schwadron and Reimer laid the foundations for an aesthetic music education but by the 1990s the field was expanding rapidly. The analysis of philosophies with regard to music knowledge by Stubley in the Handbook of Research on Music Teaching and Learning (1992) was used as a base to examine emerging bodies of thought. She favored phenomenological perspectives of constructivist theories. Ingarden's theory of the musical work and the process of appreciation were examined along with several other phenomenological points of view. Kaelin's application of the theory he termed “Aesthetics Proper” to music, its temporality, and the funding of significance through apprehension of the qualities of a work, were adopted for application to a praxis. A method using time-contour charts constructed from musical scores, created by the author, was presented, with a description of the procedure, the role of the teacher, the nature of the experience of music, as well as cognitive and expressive characteristics of the process. Two examples, the first movement of Mozart's Symphony #40, and two selections from Holst's, The Planets , were used with lesson plans and the constructed time-contour charts for each. These were analyzed for cognitive and expressive characteristics, with ideas for discussion and evaluation. An extensive list of reference and source materials was included.
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Wiredu, Christopher Agyei. "The teaching of ecology in schools: a literature review." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003134.
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Project 1: This is a literature review on the teaching of ecology in South African schools. The importance of ecology education in the school curriculum is well reported. It is also reported that in spite of the apparent importance of the subject, not much ecology is taught or learned in schools. This report examines what ecology is supposed to be about and the challenges that confront its teaching. The approaches to teaching the subject are also discussed. It would seem that if teachers focus on teaching ecological concepts using constructivist teaching/learning strategies, students might be helped to learn ecology meaningfully. Project 2: 'Constructing eco-concepts' is a case study that reports the effects of a module whose design was informed by social constructivist ideas on the understanding of selected ecological concepts by college students. Social constructivism as a philosophy of learning has gained increasing attention in science education in recent times and yet the approach is so alien to so many. Many teachers still teach by the traditional teacher-centred approaches. This research project reports the conceptual change of students after undertaking the module. It also reports the students' perceptions about the teaching/learning strategies employed in the module. It would seem that the social constructivist strategies used in the module assisted the students to improve their frameworks of ecological concepts. Data also tend to reveal that the students enjoyed the approach to learning and had positive views about the social constructivist teaching/learning approach. Project 3: With the advent of the new curriculum framework for South Africa, the outcomes based curriculum, it would seem that teachers could no longer approach teaching by the traditional transmission methods. Colleges of education have been criticised for producing teachers who do not seem to be adequately prepared for their job. Presently, the argument seems to be that teachers would need in-service education on a wide scale and the colleges of education would seem to be important in-service teacher education centres. This research, using case study methodology, investigated the potential of one of the colleges of education to become an in-service teacher education institution based on its physical and human resources.
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Houssouba, Mohomodou Strickland Ronald. "Teaching the diaspora beyond identity politics /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914569.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 11, 2006. Dissertation Committee: Ronald L. Strickland (chair), Jonathan M. Rosenthal, Cecil Giscombe. Includes bibliographical references (leaves 203-208) and abstract. Also available in print.
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Newton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.
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Mörck, Jansson Christine. "Teaching EFL to Newly Arrived Adolescents : A Literature Review on EFL Teaching in Multilingual Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22528.
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The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.
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Dlol, Sarah. "How Ethnicty is Represented in Teaching Aids : A Literature Study of two English Teaching Aids." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19332.
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The aim of this essay is to analyze how two teaching aids is representing ethnicity and how the teaching aids is maintaining the multicultural view, as the Swedish curriculum recommends (Lgr 2011). The two teaching aids are What's Up (2007) and Wings (2010). Ajagán - Lester (1999) claims in his article that the western norm is represented in teaching aids and how the representation of "The other" is important part of our worldview because of the fact "The Other" is contradiction to "Us". Ajagán - Lester (1999) also believes teaching aids construct an ethnic self - understanding and that this plays an important role in how other cultures and ethnicities are introduced in teaching aids. Lgr (2011) advocate since there is pupils with different cultural backgrounds, nationalities and experiences it is important to work for the same democratic values and principles in all Swedish Schools. In addition, it isimportant to emphasize the ethos that humans are different by introducing the pupils to different nationalities and socialites.In order to make the analysis the study is based on reader - response theory, the theory emphasize an ingoing examination of a text, as a result the analysis indicated that What's Up and Wings are introducing ethnicity with the concept of nation and the teaching aids are only present and explain the nations from an Western world perspective.
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Beutel, Mirja [Verfasser]. "Teaching Cosmopolitanism through Transnational Literature in English : An Empirical Evaluation of Studentsʼ Competence Development in a Life-Writing Approach to Teaching Literature / Mirja Beutel." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1173661115/34.
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Xu, Xiao Juan. "Preparing for teaching literature in English in China, three approaches." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/MQ45346.pdf.
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Beauchamp, Catherine. "Understanding reflection in teaching : a framework for analyzing the literature." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100319.
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In the literature on reflection in teaching, authors frequently lament the lack of clarity in understandings of this concept, despite its wide acceptance as a phenomenon beneficial to teaching and learning. This dissertation reports a study of this literature that attempts to clarify the meaning of reflection and to establish a methodology for examining such a complex concept. Three analyses, each intended to explore the literature on reflection from a different perspective, comprise the study. The first is an analysis of the literature on reflection in three professional communities---continuing professional development, higher education and teacher education---to establish general themes in this literature. The second analysis examines definitions of reflection from the three communities, focusing in particular on processes and rationales of reflection. The third analysis explores a variety of critiques of reflection to determine predominant epistemologies and recurring themes in the literature. The merging of the results of the three analyses leads to a framework for understanding reflection. This integrative framework highlights the importance of underlying epistemologies as the bases for different understandings of reflection and shows the intricate interrelationships among four major themes in the literature: the processes involved in reflection, the rationales behind it, the context in which it occurs, and its connection to action. The framework also points to the link between the self and the reflective context, the possibilities of reflection in-, on-, for-, and as-action, the unclear connection between the cognitive and affective processes and the movement from internal to external rationales. The study contributes both conceptually and methodologically by making sense of the range of ways reflection has been understood and by providing a possible model for exploring a complex concept. It provides a consistent language for discussing reflection, demonstrates the complexities of the concept and the interrelationships of the themes contained in the literature, allows for the situating of individual works within the literature, increases understanding of the connection of reflection and action, and helps to position the concept of reflection within broader theories of cognition and social practice.
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Lu, Liang-Yuan 1962. "Teaching Chinese-Canadian literature to Taiwanese students : an educational strategy." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99380.
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This thesis explores alternative ways for English literature students in Taiwanese Science Universities to choose more culturally accessible works in addition to the canonical English and American literature. Currently, many students consider their experience of reading Western literature to be both perplexing and frustrating because of inadequate language capability as well as unfamiliarity with Western culture. The rationale for introduction to works emerging from the Chinese diaspora is to enable students to situate their personal experiences within the context of different cultures, but ones that nonetheless have accommodated Chinese communities and values. Bearing this in mind, choosing English language works from within the Chinese diaspora is a natural progression and is based on the assumption that its content shares the same cultural identity that Taiwanese students are already familiar with. My hope is to provide teaching strategies for literature teachers of Taiwan to consider. The learning culture in Taiwan tends to dissociate the self and sentiments from the learning experience. Accordingly, it is hard for them to express their own feelings within the learning environment. In this thesis I try to address these problems through examination of Rosenblatt's transactional theory (1995), and exemplification of the theory through Nussbaum's literary exegesis of Henry James' Golden Bowl. I then attempt a parallel study of Wayson Choy's The Jade Peony (1995) as an example of how a work from the Chinese diaspora might be used in a Taiwanese classroom. I argue that the application of transactional theory could enhance meaning making in English literature classes for Taiwanese students. The thesis concludes with a discussion of strategic emphases for teachers of English literature in Taiwan.
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Vanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.
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This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended.
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Weiss, Samantha B. "Teaching Tolerance: Using Syrian Refugee Literature in Secondary English Classrooms." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu154238596399835.
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Rondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.
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This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.
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Hardman, Frank Christopher. "A-level English language and English literature : contrasts in teaching and learning." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/604.
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This study is an investigation of methods of teaching and learning in the A-level English curriculum consisting both of the traditional A-level English literature and the more recent arrival of A-level English language. It is generally assumed in commentaries on A-level English teaching that language is taught differently from literature because of differences in aims, content and ideology. English language is seen as a deliberate move away from the more 'pure' academic study of literary texts and towards more 'applied' and even partly 'vocational' study in which independent and collaborative forms of learning are strongly encouraged. There is, however, little empirical evidence about how students are taught and how they learn in these different courses. The study addresses these limitations by carrying out an intensive, qualitative study of the teaching styles of ten teachers who teach across the two A-level English subjects. Video recordings of twenty complete lessons (i. e. 10 English language and 10 English literature) were analysed using a formal framework of analysis adapted from the study of discourse analysis. This system identifies the organisation of the classroom discourse so as to allow for a comparison of the patterning of teaching exchanges across the two subjects. The study also investigates, using semi-structured interviews, how the teachers perceive the learning objectives of the two subjects, and the match between those objectives and the teaching and learning methods used to achieve them. The findings suggest that teachers do not vary their teaching style when teaching across the two English subjects at A-levels supporting an extensive statistical study of students' perceptions of the instructional practices employed by teachers which also found a lack of pedagogic distinctiveness between the two subjects. The analysis revealed that teacher-led recitation is a prominent feature of the discourse in both A-level English language and literature.
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Stråhed, Ellinor. "Classic literature in the ESL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31837.
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The aim of this study is to investigate how some teachers use classic literature in the ESL classroom. It is a qualitative study based on interviews with six teachers, all of them at upper secondary school.The classic literature of the English-speaking world has done much in shaping Western society as we know it, and thus it is important for the students of English as a second language to have at least some knowledge of the literature of the past. The syllabuses for English B and C also require it.My findings were that the teachers interviewed all saw classic texts as very important but challenging. Therefore, the texts introduced must suit the needs and interests of the students. There is also a language barrier to consider. However, classic texts can also be introduced through the use of films.Key words: English as a foreign language, classic literature, teacher views and attitudes, teacher experience
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Tutas, Nazan. "A transactional approach to the teaching of literature in EFL situations : the effects of aesthetic and efferent teaching approaches on EFL undergraduates responses to literature." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336681.
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Wisch, Stephen H. "Teaching Literary Criticism Through Independent Reading." Ohio Dominican University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1556705309193909.
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Talif, Rosli. "Teaching literature in ESL in a Malaysian context : (proposed INSET course designs for literature in ESL instruction)." Thesis, University of Nottingham, 1991. http://eprints.nottingham.ac.uk/11560/.
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In view of the recent introduction of a literature component in the Malaysian English language teaching syllabus, this research study sets out to determine the present situation concerning the teaching of literature in ESL in Malaysia with particular reference to the Class Reader Programme (CRP). This is in order to develop two proposed course designs for the teaching of literature in ESL at the secondary school level with special emphasis on the Malaysian context. Under the present circumstances, this study offers an immediate response to the new developments and challenges brought about by the literature in ESL programmes especially when the Malaysian Education Ministry implemented the CRP at the Form One level in all secondary schools beginning from the 1989 academic year. The Ministry also plans to introduce the forthcoming Elective Literature in English Programme (ELEP) for the upper secondary level (Forms Four-Five) during the 1991-92 school session. These programmes aim to introduce the use of literary texts for language and literary purposes. This study is also in line with the current effort undertaken by the Department of Languages at the Universiti Pertanian Malaysia (UPM) to develop teaching literature in ESL courses for its pre- and in-service education and training (INSET) programme. Questionnaires were developed and used as the means for gathering the data in three separate surveys which were carried out for the purposes of this study. The three respective surveys were to investigate: (1) the Universiti Pertanian Malaysia (UPM) TESL in-service teachers' training to teach literature in ESL in Malaysia; (2) teachers' response to the CRP; and (3) teachers' response to the needs analysis of course components for teaching literature in ESL in Malaysia. In addition, separate interviews which involved two assistant directors from the Ministry of Education, Malaysia had also been undertaken to obtain further information pertaining to the aims and implementation procedures for the literature in ESL programmes (CRP and ELEP) at the secondary school level in Malaysia. The sample for this study consisted of 144 in-service teachers at UPM who were undergoing a four-year Bachelor of Education (B. Ed.) programme in Teaching English as a Second Language (TESL) and twenty-three Form One English language teachers from eleven selected rural and urban secondary schools in Malaysia who had been involved with the CRP. The outcome of this study primarily revealed that in the English language syllabus the respondents were not adequately prepared to teach the literature component; thereby, establishing the need for teaching literature in ESL courses in teacher education programmes in Malaysia. In relation to this finding, two proposed course designs which cater for the integrated language and literature teaching programmes in Malaysia (CRP and ELEP) were developed as an initial and practical response toward this undertaking. The two proposed courses are known as "Literature in ESL in the Language Class" and "Literature in ESL in the Literature Class”. Essentially, these two complementary courses promote the use of literary texts in the ESL classroom. Due consideration had been given to the following factors in the process of developing the two proposed courses: (1) the aims and objectives of the literature in ESL programmes in Malaysia (CRP and ELEP); (2) the results of the three empirical surveys which were conducted for the purposes of this study; (3) the review of the literature; and (4) the researcher's five years of practical experience in working with the Teaching of English as a Second Language (TESL) pre- and in-service teacher training and development programme at UPM. It is hoped that the results of this study will have some implications for future considerations on teaching literature in ESL courses, particularly in Malaysia, and also provide some basic principles and directions for future research in the area. More importantly, this initial effort should be regarded as a primary attempt to address the inadequacy of courses on methodology in the teaching of literature in ESL in the Malaysian teacher education curriculum. It may also serve as a practical guide to those who are interested in understanding more about the nature of literature teaching in ESL in general and in the Malaysian context in particular.
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Tarif, Rosli. "Teaching literature in ESL in a Malaysian context (proposed INSET course design for literature in ESL instruction)." Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304973.
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Andrews, Ann E. "Key elements of a quality literature program." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.
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Evans, Maria J. "The lived experience of teaching Shakespeare." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/95644/.
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This thesis explores the lived experience of teaching Shakespeare within English in England’s secondary schools. Using hermeneutic phenomenology as methodology it examines teaching practices in the Shakespeare classroom in terms of influences and variations. Both literature and data suggest three core categories of influence are at play: socio-political, professional and personal contexts. Throughout this research I argue that it is only through analysing all three, and the complex interrelationships between them, that we can begin to understand practice and variations in that practice. Through between one and three semi-structured interviews with nine English teachers, followed by thematic data analysis, I attempted to identify influences that were significant, whether shared or different. Furthermore, I considered both presence and absence of experience, since this emerged within the data as a key consideration. I ultimately concluded that whilst socio-political contexts, through curriculum and assessment, undoubtedly impact on the experience of Shakespeare, they do not of themselves explain the variations in practice reported within the literature and my data. The teaching of Shakespeare is deeply influenced by three further characteristics. Firstly, local cultures appear to have a significant impact on Shakespeare, both in terms of cultural attitudes towards education, and the nature of school cultures and leadership. Secondly, the importance of experiences of high quality training may come as no surprise; however, what is noteworthy is the extent to which absence has such a detrimental effect on experiences of teaching Shakespeare, as illustrated within the data. Finally, and perhaps most noteworthy, highly individualised, frequently random, often (inevitably) subjective personal identities, philosophies and life histories significantly influence how English teachers experience the teaching of Shakespeare. Collectively, the presence or absence of supportive cultures, training and personal experiences and preferences, appear to account for most variations in practice, prompting important considerations for individual teachers, school leaders, training providers and policy makers.
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Todd, Daniel. "Teaching "Spanishness": nationalist ideology in texts for children in post-war Spain." Kansas State University, 2014. http://hdl.handle.net/2097/17588.
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Master of ArtsDepartment of Modern Languages
Laura Kanost
Early in the twentieth century, children’s literature in Spain developed greatly in terms of quality and distribution thanks in large part to the appearance of new publishing houses, illustrators and authors. Additionally, increased demand brought with it new translations of many foreign texts for children. Despite these early developments, children’s literature suffered a dramatic change after the establishment of Francisco Franco’s Nationalist regime; during the post-war period many types of literature were heavily censored, while children’s literature in particular devolved into what was in large part an ideological tool. Many of the texts for children during this period either directly or indirectly propagated a conception of “Spanishness” that excluded non-Catholics, particularly Iberian Muslims and those that supported the Second Spanish Republic that the Nationalists had toppled. Much like the Reconquista fought against the Iberian Muslims centuries earlier, the Spanish Civil War was often represented as a sort of crusade against non-Catholic (and therefore “non-Spanish”) Others. Many texts for children presented the elements of this narrative by means of auto-images (images of the Nationalist conception of “Spanishness”) and hetero-images (typically images of the “Otherly” Republicans and Muslims). The contrasts formed between these two sorts of images reveal how Spanish children were taught to conceive of themselves, as well as the Others of the Nationalist narrative. The texts discussed in this report include two civics texts (Así quiero ser: El niño del nuevo estado [1943] and España nuestra: El libro de las juventudes españoles [1943]), as well as two comic books (El Guerrero del Antifaz [1943-1966] and Flechas y Pelayos [1938-1949]) that were chosen for their representativeness of the sorts of texts widely available to and read by children during the post-war period.
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Hirvela, Alan. "A study of the integration of literature and communicative language teaching." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2140.
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Since the early 1980s, attitudes toward literature in English language teaching (ELT) have undergone two major changes. First, after a long period in which literature was essentially excluded from ELT, it began to be seen in a more favourable light. Second, literature began to be viewed more as a tool in ELT, rather than as the end towards which ELT students should be led. These changes in attitude have led to a surge of interest in literature in ELT, particularly in the context of Communicative language teaching (CLT). This study examines, in several ways, the nature and the extent of this renewed interest in literature. The study explores the evolution of these changes, and puts them in perspective by creating various classifications for current types of approaches to literature in ELT and CLT. It also investigates the degree to which interest in literature in ELT has moved from research and scholarship to actual practice among teachers. In addition, it attempts to extend literature's applications in CLT by experimenting with the use of literature in a domain of CLT generally regarded as unsuited to literature-based teaching: English for Specific Purposes (ESP). The study also offers a series of proposals through which further integration of literature and CLT can take place.
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Aziz, Lamar. "Using Literature as a Teaching Medium in English Classes in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40854.
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There is a great tendency in using literature as a medium of language teaching because literature plays an essential role in developing the students’ language skills. It also helps them in acquiring cultural experiences and to attain a better understanding of the literary texts. The Swedish National Agency for Education supports the inclusion of literature in English language classes in each of primary, secondary and even upper secondary schools. This research aims to examine the underlying reasons behind incorporating literature in teaching English, specifically in Swedish secondary schools grades 7-9, and it sheds light on how teachers manage to employ literature effectively in the classroom. Moreover, it explains the criteria behind selecting appropriate literary texts that suit students’ needs. The study also states some problems that may encounter teachers in adopting literature as a way of teaching. All these issues are discussed through conducting qualitative interviews with three English teachers. This study points out that literature has been used as a paramount tool for teaching English. By reading literary books, students’ knowledge about social and cultural issues is developed and their language skills also become better. Furthermore, teachers mention that there are several central criteria to note when using literature during the process of teaching literature, such as selecting literary materials with topics that students can find interesting to work with. Different kinds of tasks have been assigned to students to get the opportunity to describe, analyse and reflect upon what they worked with. Some of the challenges identified by the teachers are lack of time and the students’ different skill levels. More studies are required regarding the efficacy of using literature as a helping educational tool in English language learning from students’ views, in particular considering individual and linguistic improvement.
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Dlamini, Phindile Alice. "The teaching of oral literature in Swazi secondary schools : a critique." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/10347.
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Bibliography: leaves 111-120.The significance of oral literature as a container for communal wisdom in the past cannot be overemphasized. The attitudes of society, particularly the older generation towards it is testimony of its relevance in Swazi traditional society. Oral literature was highly regarded in traditional education because it was believed to mould morally sound citizens as well as encapsulating the essential values of the community. This study is an investigation of the problems and challenges facing the teaching and learning of oral literature in Swaziland's contemporary secondary schools. The nature of the problems is distilled from the interviews conducted on both learners and teachers concerning their attitudes and views to the teaching and learning of this subject.
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Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.
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Mpofu, Nhlanhla. "Exploring beginner teachers' knowledge in the teaching of Literature in English." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/52954.
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Teacher knowledge research in English as a second language (ESL) has tended to overlook the existence of Literature in English as a stand-alone subject. This study does not dispute the place of literature in language learning, but contends that the knowledge base for teachers of the subject English Language differs from that of teachers for the subject Literature in English. In Zimbabwe, during the beginner teachers' training, literature is introduced as part of language learning, whereas the current school curriculum requires the teaching of Literature as a stand-alone subject.
Notwithstanding the mismatch between the beginner teachers' training and the school curriculum requirements, I assumed that Ordinary level (O Level) Literature in English beginner teachers had come to hold teaching knowledge constructed from integrating their theoretical and classroom based experiences. Thus, the purpose of this study was to explore the knowledge beginner teachers come to possess from teaching Literature in English. Following a qualitative approach, a single case study design was employed to explore the beginner teachers' knowledge. Four purposively selected O Level Literature in English beginner teachers from high schools in Bulawayo Province of Zimbabwe participated in the study. Data were collected using non-participant classroom observations, document analysis, semi-structured interviews, and field notes.
Using inductive thematic analysis of the data, four themes of beginner teachers' knowledge in Literature in English emerged. The findings indicated that Literature in English beginner teachers have four types of knowledges, three of which are identifiable in ESL teacher knowledge literature. Similar to other findings in existing literature on teacher knowledge research, the beginner teachers held knowledge of the curriculum, knowledge of teaching and knowledge of learners. Interestingly, though, the beginner teachers in this study also revealed that they held dispositional knowledge. Dispositional knowledge has not been included as a category in any ESL knowledge base and thus is the new insight into ESL teacher knowledge that the study provided. The findings also showed that the beginner teachers had knowledge gaps in the teaching of different literary genres. They used peer and virtual-based strategies to minimise the knowledge gaps when they occurred. The conclusion of this thesis is that despite challenges in the teaching of Literature in English, beginner teachers' managed to construct teaching knowledge from an amalgamation of their past educational experiences, present classroom experiences and anticipated classroom experiences. Thus, I posit that beginner teacher knowledge is a multiple sourced construct that is fluid, idiosyncratic, attitudinal, pragmatic, and contextual.Thesis (PhD)--University of Pretoria, 2015.
Humanities Education
PhD
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Sanderson, Kristin Alayne. "Planting the seeds of environmental sensitivity using children's literature." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2805.
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This project is aimed at helping children in elementary grades 1-6 develop a deep awareness of and empathy for the environment through children's fictional literature. This project takes a selection of children's books that encourage feelings of love, respect, and concern for the environment, and pairs them with an array of activities that put children more in touch with our planet and its problems. This combination of shared stories and related activities may be influential in developing environmental sensitivity in young children.
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Prows, Lisbeth S. "Science and literature: An integrated model." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.
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Greijdanus, Wouter. "Gamification and Literature : A Study of the Motivational Impact of Gamification as a Method of Teaching English Literature." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39610.
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This paper analyses what the effects would be of using gamification as a method of teaching English literature in Swedish schools. The essay explores different theories of motivation as a theoretical framework for analyzing gamification and teaching literature. After an in depth analysis of gamification the essay links the method to the motivational theories and to teaching literature. An example is also provided of what it might look like if gamification was applied to teaching English literature. In the end, conclusions can be drawn about what the effects of gamification would be as a method of teaching. The essay will show that gamification can be a viable method of teaching promoting student motivation but cannot be claimed to necessarily be a superior method of teaching compared to other methods and even comes with certain risks.
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Mattera, Carole Anne, and Patricia Anne Atherton. "A thematic guide involving students in literature-based activities utilizing animals." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/943.
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Kooy, Mary. "Engagement with literature through writing : examining the ongoing written responses of adolescents." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28092.
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This study examined the written responses of seven adolescents to three novels. During the course of two school years, the students recorded their ongoing responses to small sections (ten to fifteen pages) of each novel in a response log. These responses were examined for evidence of patterns, typical responses, individual variations, and the effects of narrative structure. The Purves and Rippere instrument was used to determine response patterns while a new instrument developed by the researcher to accomodate the nature of the preliminary, ongoing responses was implemented to address the remaining three questions. The following general observations were made:
1. No predictable, sequential pattern of response could be found in student response writings.
2. Certain responses predominated: namely, narrational retelling, tentative frameworklng of the content, and analysis of characters and events
3. The written responses were generally characterized by considerable variation in individual responses.
4. Texts bearing distinct narrative features prompted different responses both for individuals and the group as a whole.
Conclusions: The effects of writing during the reading of literary texts appears to bring response to a clear, conscious level. Writing in the response log encourages a conscious transaction with the literary text and consequently, readers can engage more actively and knowledgeably in the reading experience. Some broad conclusions and implications emerged from the study:
1. Particularly as they encounter complex literary works, adolescents should be encouraged to engage actively and consciously in their reading of literature by recording their ongoing responses in a log.
2. Teachers ought to promote the development of personal literary responses that require active thinking through testing hypotheses, making connections and interpreting the literary content
3. By purposefully structuring active meaning-making in the study of literature, teachers can determine the student needs and create the context for meaningful discussion. Moreover, by publicly sharing the contents of the response logs, all class members can contribute to and enhance their responses.
Using writing to gauge the ongoing literary response allows both students and their teachers to be consciously aware of the "sense-making" strategies employed. As the medium for critical reading, writing promotes tentative, flexible construction of meaning. Furthermore, the instrument developed for analyzing the ongoing student responses in this study provides both a way to consciously examine the content of written responses and exposes alternative responses in order to extend understanding and appreciation of literature.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate