language learning through personal connections, multiple … · 2017-12-22 · goodman (1981)...

ELTWorldOnline.com December 2012 http://blog.nus.edu.sg/eltwo/ Volume IV

Copyright © 2015, ISSN 1793-8732 1

Using Children’s Literature to Explore the Issue of Exclusion:

Language Learning Through Personal Connections, Multiple Perspectives

and Critical Reflections

by Hsiang-Ni Lee

National Taitung University (Taitung City, Taiwan)

Abstract

Socio-cultural constructivism views reading as a holistic experience in which readers actively

seek identity and make meaning of the world. Socio-cultural constructivist reading instruction

recognizes the impact of one’s socio-economic background on comprehension and

interpretation of a text. It also acknowledges one’s ability to identify, deconstruct and

reconstruct self-positioning by critically examining the text’s messages. Although receiving

more well-deserved attention in Western language education, such a constructivist notion has

not yet seemed to be equally appreciated or practiced in Taiwanese EFL (English as a

Foreign Language) classrooms. Accordingly, this paper describes a five-phase inquiry project

which applies essential elements of a socio-cultural constructivist instructional approach.

Through various literacy activities, participating young adult students engage in extensive

reading of illustrated books about the issue of exclusion and hopefully will learn to

proactively mitigate bullying – a common problem at Taiwanese schools and worldwide (Wei

& Huang, 2009). The ultimate objective of this focused study is to promote literature-based

literacy instruction which values language learners’ personal connections, multiple

perspectives and critical reflections.

Introduction and rationale

Taiwanese universities have rigorously promoted English education regulations. Most

schools now reinforce both entry-level placement testing and the “graduation eligibility”

requirement that college students obtain English language proficiency certificates[1] prior to

completing their studies. Some universities even mandate that there be an increase in

compulsive English credit courses, in which classes of similar levels must not only use the

same commercial textbooks but also follow a fixed course schedule. Yet, despite the noble

intention, such exam-oriented curricula along with lack of teacher autonomy regarding

material selection may be partially responsible for many local young adult students’

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Hsiang-Ni Lee Using Children’s Literature to Explore the Issue of Exclusion

ELTWorldOnline.com 2

disinterest in reading: they primarily see it as a mechanical process of tedious translation, and

they are often reluctant to read except for exam purposes (Wang & Su, 2009). Lacking

adequate exposure to print, consequently, they have been found to read slowly (Shen, 2008),

acquire fewer vocabulary (Chen, 1998), and, perhaps worst of all, fail to produce favorable

test results[2]. To increase students’ motivation to read, which is correlated to one’s overall

language development (Morrow & Gambrell, 2000; Nuttall, 1996), it seems necessary that

local educators create a supportive learning environment in which students are engaged in

extensive reading of alternative instructional materials to construct meaning instead of merely

decoding.

In the following section, I will first detail the strengths of using children’s literature to

enhance English learning and thinking. I will then present a basic overview on major reading

theories, with a focus on why the recent socio-constructivist approach can bring the most

benefits to language learners. In light of the discussions, I will propose sample lesson plans

that are literature-based and characteristic of socio-constructivist instruction. The goal of this

proposed inquiry project is to highlight the effectiveness of using quality children’s literature

in adult EFL instruction and the importance of language learning through personal

connections, multiple interpretations and reflective discussions.

Theoretical framework

Children’s literature as an alternative

Children’s literature is an effective teaching tool due to four key characteristics: 1) authentic

yet simplified language; 2) colorful illustrations which enhance learners’ motivation to read

more and for pleasure; 3) availability in bookstores and public libraries; and 4) engaging and

sometimes sophisticated storylines that learners of all ages will appreciate. These

characteristics have been shown to efficiently facilitate young learners’ reading enthusiasm,

general language development (Elley, 1989; Elley & Mangubhai, 1983; Galda, 2000; Galda,

Ash & Cullinan, 2000; Glazer & Giorgis, 2005; Hade, 1988; Ho, 2000; Parmer, 2002; Zhang,

2008), cross-cultural understanding (Bishop & Hickman, 1992; Harris, 2002; Macphee, 1997;

Mendoze & Reese, 2001; Morgan, 2009) as well as critical thinking skills (Leland, Harste,

Ociepka, Lewison & Vasquez, 1999; Lewison, Leland, Flint & Moler, 2002). Research has

also suggested that these same benefits apply equally to adults with reading difficulties in

ESL family literacy programs, with the added attraction that parents and children are able to



build a strong emotional bond with each other during read-aloud practices (Smallwood, 1992).

However, the idea of using quality children’s literature in adult EFL instruction has not yet

been embraced (Garcia, 2011; Mikulecky, 2007).

Research about reading

Over the course of the past three decades, according to Gaffney and Anderson (2000),

reading research has shifted focus from behaviorism and then to cognitive science to the

socio-cultural impact on one’s construction of meaning. Skinner’s behaviorist stance, they

conclude, regards reading as a process of recognizing sound/letter patterns in order to make

sense of words. The claim is that with word knowledge, the meaning of the text becomes

apparent automatically, waiting for the reader to decode. Such assertion reduces readers to

passive consumers of text messages and overlooks the influence of their background

knowledge and prior experiences on reading comprehension. Primarily, the bottom-up

linguistic approach derived from behaviorism seems to have driven many introductory

language classrooms into drill practices of word recognition and grammar.

Later in the 1970s, cognitive science shed new light on the field of reading research. Based

on the psycholinguistic view, Smith (1971) discovered that good readers are selective in the

information/cues they attend to and thus are able to recall specific details as well as achieve a

comprehensive understanding of a text without knowing every single word. Similarly,

Goodman (1981) refers to reading as a “guessing game” in which readers actively utilize their

background knowledge to make sense of the text; some common strategies being applied are

sampling, prediction and confirmation.

The notion of background knowledge was later developed into a cognitive constructivist

reading model named “Schema Theory” (Rumelhart, 1975).As readers put forth constant

effort to construct meaning based on their prior life experiences and unique socio-cultural

background knowledge, there will be individual differences in the interpretation of a given

message. Also, readers are quite likely to encounter difficulties comprehending a text when

lacking proper background knowledge. However, this reading model has been frequently

criticized for its inability to clearly define what constitutes schema and why it only works for

particular texts (Phillips & Norris, 2002).



Still other literacy researchers developed new constructivist reading models hoping to

understand and explain the socio-cultural impact on a reader’s interaction with the text.

Rosenblatt’s Reader Response Theory (1978), for instance, suggests that each transaction

between the text and the reader at a particular moment is unique and is constantly changing.

Shaped both by the text and their background knowledge, readers’ responses create a new

text, a “poem”, which ultimately reconstructs their schemata. Another related model,

Semiotics, argues that interpretations of signs, whether icons, indices or symbols, are all

culture-oriented and can influence one’s perceptions of other signs at a later time in life (Ono,

1998). Finally, Critical Theory considers reading a social-cultural practice aiming to nurture

readers that dare to challenge the status quo and fight against social injustice (Lewison, Flint

& Van Sluys, 2002; Lewison & Leland, 2002).

In brief, socio-constructivist reading theories have differentiated themselves from the

linguistic and cognitive models in several aspects. Firstly, they see reading as a holistic

experience in which readers actively utilize sensory experience and cognitive knowledge

learned from the past to make meaning of a text. Secondly, they recognize that readers’

comprehension and interpretation of a text are by and large influenced by their cultural

backgrounds and socio-economic stances. Finally, they encourage readers to critically

evaluate text messages and resist ideological biases imposed upon by authors. In creating a

reading classroom of this kind, teachers thus are recommended to play an active role in 1)

providing a supportive learning environment in which authentic but linguistically appropriate

materials are accessible; 2) initiating a variety of activities to promote students’ socio-cultural

familiarity; as well as 3) facilitating social interactions in the classroom to foster, challenge

and possibly reconstruct students’ understanding of a subject.

Course design

The above-presented conceptual frameworks, i.e. children’s literature and the socio-cultural

constructivist reading instruction, inform the design of this one-semester long inquiry project.

Specifically, I mainly utilize illustrated books to motivate students’ reading engagement.

These books all deal with the issue of exclusion, which comes in different forms and can

happen to almost everyone. It is essential students are given the chance to discuss the causes

and end results of exclusion so as to mitigate any serious social problems that may arise, such

as the Ye, Yong-Zhi incident[3] or the Columbine massacre[4]. In addition, students should



be taught the meaning of friendship and the importance of respecting individual differences,

which may be the ultimate answers to minimizing exclusion.

In regard of creating a socially supportive learning environment, my course design uses the

following guidelines:

1. Relevance: Students should be able to relate to the topic easily.

2. Comprehension: The materials should use natural language and be suitable for

students’ cultural background and current language development.

3. Diversity: The classroom activities should include a wide range of literacy exercises,

e.g. drama, poetry-writing and individual or group presentations/discussions. The

instruction should also present as well as encourage multiple perspectives. The

guiding principles are (Lewison & Leland, 2002):

o Interrogating the commonplace: to re-examine what is taken for granted;

o Questioning power relationships: to challenge inequitable power relations;

o Appreciating multiple realities and viewpoints: to understand and appreciate

other socio-cultural communities.

Participating students

Target participants can be intermediate-level young adult college students who are enrolled as

non-English majors. Their TOEIC test scores range from 350 to 550 points. They may not

have had much experience with reading children’s literature. Most English classes they have

had probably emphasized the use of textbooks and English language learning magazines.



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Conclusion

The inquiry project proposed in this article constructs a socially supportive learning context

in which young adult EFL learners in Taiwan become actively involved in the critical reading

of alternative texts. The underlying belief is that through utilization of authentic reading

materials and interactive literacy activities, students can indeed generate thoughtful

reflections on given issues and possibly further develop critical thinking skills. When

recognizing reading as a meaningful practice to explore various issues pertinent to their lives,

these students may become more motivated and reflective readers, which can maximize their

growth as language learners. The author of this article recommends that EFL educators

experiment with the above-mentioned design in any class comprised of students who have

similar proficiencies or reading difficulties.

Acknowledgments

The author of this paper thanks Karen and Candi for contributing many ideas to the proposed

inquiry project. In addition, the author is grateful for the reviewers’ invaluable feedback and

the support provided by the National Science Council of Taiwan under the research grant

NSC 101-2410-H-143 -007.

[1] The most commonly accepted tests are GEPT (General English Proficiency Test, a locally

developed standardized English exam), TOEIC (Test of English for International

Communication), TOEFL (Test of English as a Foreign Language) and IELTS (The

International English Language Testing System). Cut scores vary dependent upon individual

universities. Should students fail to meet the standard, most schools require they take

remedial English Language courses.

[2] For instance, the 2011 TOEIC Report reveals that local college graduates score in the

580-range, which is the equivalent level of someone with a senior high school diploma.

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[3] In April 2000, a Taiwanese student, Ye, was found dead in a male lavatory at his junior

high school. Although the authorities ultimately ruled his death to be an accident, many

Taiwanese citizens questioned whether Ye had actually been murdered after it was later

revealed that he had often been teased, bullied and physically threatened by some of his

classmates, who labeled him a “sissy,” due to his “soft voice” and interest in music and

cooking. Ultimately, Ye’s death caused attention to be focused on the urgent need for gender

equity education in Taiwan.

[4] On April 20, 1999 in the American state of Colorado, two students from Columbine High

School chose to take guns to their school. Their intent was to kill both teachers and students.

They walked throughout the school, and shot anyone they saw. When they were finished,

they had murdered 12 students and one teacher. They also killed themselves. This tragedy has

become known as the Columbine massacre, although many people refer to it simply as

“Columbine.” As for what caused this tragedy to happen, it was alleged that the two killers

had been bullied by other students at their school for several years.

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From Eye on Editing 2 P 28

About the author

Hsiang-Ni (Sunny) Lee has a Master’s degree in TESOL and a Ph.D. in Language Education.

Currently, she is interested in children’s literature, family literacy, literature-based reading

instruction and material development. In the future, she also wishes to explore the multiple

possibilities of utilizing technology in language education.

language learning through personal connections, multiple … · 2017-12-22 · goodman (1981)...

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