PISMPChildren’s 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

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“Pedagogical Principles of Teaching Young Learners”

• As teachers, we always start by knowing our learners, so … who are …… ?– “Primary” “Children’s literature” “Young Learners”

• “Primary”– From 5-14 yrs of age (school age variations

worldwide)– Significant variations within age group: individual,

socio-cultural, educational contexts

3Pinter 2006 p 1-2

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

4Pinter 2006 p 1-2

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

5Pinter 2006 p 1-2

Teaching our young learners

• Primary children may have a simple view of the world, but teaching them is highly skilled.

• Teachers must:– “reach into children’s 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”

6Cameron 2001

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 don’t

forget the fast ones!– But then also, don’t teach at the speed of the

more responsive ones only …

7Cameron 2001

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!

8Cameron 2001

Focus on learning

• Taking a learner-centred perspective:– Knowledge about children’s learning essential– Must follow needs of children …– Centre is on the child’s learning, not the child• Reading from Cameron 2001 p 2:

9Cameron 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 atKBSR 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 imaginationsRead 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

18Chitravelu 2005

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

19Chitravelu 2005

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 life’s 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

20Chitravelu 2005

The influence of art in creative development

Literature and creativity

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Early literacy learning

• Active learning: Piaget’s ‘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

22Pinter 2006

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• Children’s 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

25Cremin 2009

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

26Cremin 2009

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

27Cremin 2009

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”

28Cremin 2009

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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