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Children´s Literature in Language Education
Hildesheim University25 - 27 February 2010
The Conference venue - Hildesheim
105,000 inhabitants
30 km south of Hannover (north-central Germany)
one of the oldest cities in Germany
60 % of the city area occupied by forests, parks and cultivated land
Hildesheim University
The English Department
Institute for English language and literature
Where were the participants from?
43 countries, 6 continents
Argentina Australia, Austria, Bahrain, Belgium, Bulgaria,
Burkina Faso, Brazil, China, Cyprus, Czech Republic, Eritrea,
France, Gambia, Georgia, Germany, Greece, Hungary, India,
Italy, Japan, Mauritania, Namibia, Netherlands, Nigeria,
Pakistan, Poland, Portugal, Russia, Rwanda, Senegal,
Singapore, South Africa, Spain, Sweden, Switzerland, Taiwan,
Turkey, UK, Uganda, United Arab Emirates, USA, Vietnam
Where were the speakers from?
GermanyUKUSAAustriaSwitzerlandBelgiumSpainItalyPortugalCzech Republic Poland
BulgariaHungaryTurkeyJapanTaiwanSingaporeUnited Arab EmiratesSouth AfricaArgentinaBrazil
The Conference Programme
Strand 1: Extensive reading, reading for pleasure; teacher training with non-canonical literature
Strand 2: Pre-teens and teens: young adult novels, graded readers, non-fiction, poems and graphic novels
Strand 3: Young learners: picture books; poems and nursery rhymes; language acquisition with literary texts
Strand 4: Storytelling and workshops
Strand 1 A random choice of presentation titles:
Joyfully learning to read
Easy Picture Books versus Graded Readers: Which is more effective for EFL high school students?
Efficient language acquisition from reading and listening to stories
So many books – so little time – young adult novels in ELT
Training future primary teachers to use picture storybooks and promote love for reading
Extensive reading of picture books in primary EFL
International Youth Library – a world-renowned centre of educational children’s literature
Strand 2 A random choice of presentation titles:
Poetry for children of all ages
The interface between Aesop’s fables and Critical Thinking strategies and moral development
Doing identity: Trans-cultural learning through children’s and young adult literature
Promoting literary proficiency in mixed-ability classes
Developing and sustaining intercultural communicative competence by teaching and studying graphic narratives
Raymond Briggs: Blurring the boundaries among comics, graphic novels, picture books and illustrated books
Strand 3 A random choice of presentation titles:
The picture book – an object of discovery
Picture books past, present and future: from fairy tails to ipods
Picture books and cross-curricular themes
Investigating the use of songs, rhymes and stories in primary EFL teaching
Stories as contributors to L2 development
Exploring social themes through literature with lower primary ESL learners
Strand 4A random choice of presentation titles:
The impact of storytelling in the EFL classroom
Enhancing children’s self-esteem and positive attitudes through storybooks
Creative story writing for Students and Teachers
Reading Circles – a magic formula for getting your students to read
The intermediate EFL classroom – a perfect place for teenage fiction
Some of the keynote speakers:
Stephen Krashen
Alan Maley
Andrew Wright
Stephen Krashen …
published more than 350 papers and books, contributing to the fields of second languageacquisition, bilingual education, and reading
most recently, promotes the use of free voluntaryreading during second language acquisition, whichhe says "is the most powerful tool we have inlanguage education, first and second”
BENEFITS OF READING
(from correlational studies) more reading > better readingmore reading > better writingmore reading > reading fastermore reading > knowing more about literaturemore reading > knowing more about societymore reading > more cultural literacymore reading > more practical knowledge
Been there, met Krashen!(Nikolina and Syana)
Alan Maley
English language specialist withthe British council from 1962-1988(Jugoslavia, Ghana, Italy, France, China and India)
Director-General of the BellEducational Trust in Cambridgefrom 1988-93
Series Editor of the OxfordResource Books for Teachers from1982-2009
Has published over 30 books andnumerous professional articles
Andrew Wright
author, teacher trainer, storyteller andillustratormember of the Societyfor Storytelling inBritainhas told stories toapproximately 50,000 children and adults inmore than twentycountries.
And now …
The Bulgarian presentation:
Helping Children AcquireCritical and Inter- ethnic Literacy
Syana Harizanova
Nikolina Tsvetkova
In this presentation
we talked about an attempt to promote inter-ethnic
tolerance and open-mindedness about the Roma minority
in Bulgaria from the very first years at school by using
adapted English translations of traditional Roma folk
tales. Our assumption was that stories enhance one’s
cultural and inter-cultural awareness and at the same
time build bridges of understanding between individuals
irrespective of the differences between them.
The stages of the experiment
contacting primary English teachers
finding and selecting Roma folk tales
writing the lesson plans
discussing them with the teachers
creating the visuals
The stages (continued)
putting the lesson plans into practice
getting feedback from the teachers
reflecting on the feedback and the results so far
involving more primary English teachers and
students
planning future steps
