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Proceedings of the 2003 TESOL Arabia Conference, Jan 1, 2004
Introduction I feel the need to begin my paper in the same way that I started my presentation at ... more Introduction I feel the need to begin my paper in the same way that I started my presentation at TESOL Arabia. I must simply state that literature circles are magic. Literature circles are magic in that they have transformed my students from passive, rather shy, reticent Japanese university students into students who eagerly point at their texts in order to support their arguments while sharing their opinions in English! I also feel the need to acknowledge Pam Bostelmann and the 2001 TESOL Arabia Conference in Abu Dhabi for introducing me to literature circles. Even while I was still sitting in the seminar room at the Hilton in Abu Dhabi, I knew that literature circles were something that I wanted to try with my students in Japan; thus, upon returning to Japan, I began to do some research on literature circles. As I was looking for published research concerning literature circles or literature discussion groups for EFL students, I discovered that while a great deal has been written about using literature circles in the L1 or ESL classroom in North America, very little has been written concerning using literature circles with EFL students. I then decided that if I was going to be successful using literature circles with Japanese EFL students, I would need to carefully re-examine the standard model of literature circles as developed by Harvey Daniels and adapt this model for EFL students.
The Reading Matrix, Jan 1, 2003
There has been an increasing awareness of the significance of integrating literature in EFL/ESL c... more There has been an increasing awareness of the significance of integrating literature in EFL/ESL curriculum. T wo pedagogically effective approaches to teaching L1 narrative texts which have been gaining popularity in EFL/ESL literature are The Story Grammar and The Reader Response. The purpose of this paper is to present the rationale and conceptualization underlying both approaches and how they are used in EFL/ESL classrooms. _________________ There has been an increasing awareness of the significance of integrating literature in EFL/ESL curriculum. The traditional structurally-based texts, and the newer, integrated, communicative courses might not be sufficient for the demands of academic classes. On the other hand, a syllabus that is based, or that draws heavily on authentic stories, provides a motivating medium for language learning while fostering the development of the thinking skills that are needed for L2 academic literacy. Literature can also act as a powerful change agent by developing pupils' intercultural awareness while at the same time nurturing empathy, a tolerance for diversity, and emotional intelligence (Ghosn, 2002, p.172). Emotional intelligence, which is essential for empathy and tolerance, is the understanding of feelings, both of one's own and the others (Goleman, 1995).
The Internet TESL Journal, Jan 1, 2006
... Literature teaches idiomatic language and cultural context; it can also improve reading and .... more ... Literature teaches idiomatic language and cultural context; it can also improve reading and ... in the curricula, students can learn the four skills listening, speaking, reading, and ... To achieve these benefits, EFL instructors should design the collaborative content-based literature ...
Proceedings of the 2003 TESOL Arabia Conference, Jan 1, 2004
Introduction I feel the need to begin my paper in the same way that I started my presentation at ... more Introduction I feel the need to begin my paper in the same way that I started my presentation at TESOL Arabia. I must simply state that literature circles are magic. Literature circles are magic in that they have transformed my students from passive, rather shy, reticent Japanese university students into students who eagerly point at their texts in order to support their arguments while sharing their opinions in English! I also feel the need to acknowledge Pam Bostelmann and the 2001 TESOL Arabia Conference in Abu Dhabi for introducing me to literature circles. Even while I was still sitting in the seminar room at the Hilton in Abu Dhabi, I knew that literature circles were something that I wanted to try with my students in Japan; thus, upon returning to Japan, I began to do some research on literature circles. As I was looking for published research concerning literature circles or literature discussion groups for EFL students, I discovered that while a great deal has been written about using literature circles in the L1 or ESL classroom in North America, very little has been written concerning using literature circles with EFL students. I then decided that if I was going to be successful using literature circles with Japanese EFL students, I would need to carefully re-examine the standard model of literature circles as developed by Harvey Daniels and adapt this model for EFL students.
The Reading Matrix, Jan 1, 2003
There has been an increasing awareness of the significance of integrating literature in EFL/ESL c... more There has been an increasing awareness of the significance of integrating literature in EFL/ESL curriculum. T wo pedagogically effective approaches to teaching L1 narrative texts which have been gaining popularity in EFL/ESL literature are The Story Grammar and The Reader Response. The purpose of this paper is to present the rationale and conceptualization underlying both approaches and how they are used in EFL/ESL classrooms. _________________ There has been an increasing awareness of the significance of integrating literature in EFL/ESL curriculum. The traditional structurally-based texts, and the newer, integrated, communicative courses might not be sufficient for the demands of academic classes. On the other hand, a syllabus that is based, or that draws heavily on authentic stories, provides a motivating medium for language learning while fostering the development of the thinking skills that are needed for L2 academic literacy. Literature can also act as a powerful change agent by developing pupils' intercultural awareness while at the same time nurturing empathy, a tolerance for diversity, and emotional intelligence (Ghosn, 2002, p.172). Emotional intelligence, which is essential for empathy and tolerance, is the understanding of feelings, both of one's own and the others (Goleman, 1995).
The Internet TESL Journal, Jan 1, 2006
... Literature teaches idiomatic language and cultural context; it can also improve reading and .... more ... Literature teaches idiomatic language and cultural context; it can also improve reading and ... in the curricula, students can learn the four skills listening, speaking, reading, and ... To achieve these benefits, EFL instructors should design the collaborative content-based literature ...