Literature And Language Teaching Essay

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

It was not given much importance that for what reasons, literature should be used in language class. Somehow it was used in the foreign language classes with the method of translation. The aim of the literature in language teaching was very unclear until then. But now after getting responsibility of the students' development of language skills or communication skills , language instructors have started thinking of the role of literature in teaching language. No doubt literature has been given importance in the curriculum since long although students find it difficult sometime in interpreting a piece of literature or in scoring marks. Since language teaching is given emphasised, literature is given less importan but these are the two parts of the subject. One can learn language through literature and literature through language. We cannot ignore any of these two objects of a

Literature is at the heart of the Australia English Curriculum and is integral to the teaching of language and literacy. Discuss how the children’s literature can be used to develop an understanding of the components of the language?

This essay originally titled Studying Literature in Grade 12, has an abundance of information regarding and convincing the readers that the grade twelve English course should be composed of Canadian literature. The grammar in this essay however, was weak. The subject did not agree to their pronouns, making many sentences awkward. Overall, improvements could have been made. Some of these include MLA format, the title, introduction paragraph, grammar, punctuation and the citation format.

Prior to high school, my experience of literature was limited to comics and short stories. I had never read a play or even come across the concept of literary devices. It was only recently that I encountered several ideas on the nature of literature. Specifically, the essay “The Ideal English Major” by Mark Edmundson brings up the intriguing idea that “some of us speak, others are spoken [by language].” It seemed obvious at first, but I now begin to understand how this could make the difference between a good book and a timeless classic, between an amazing author and a legend. There are different elements that separate those who speak from those who are spoken and the effect works that speak to us is much different. I came to the conclusion that what makes the difference between speaking and being spoken is one’s ability to use language creatively. Those who speak literature produce art. Their works are able to entertain educate and inspire us.

How can literature be used to support and develop language and literacy for students in the primary years? Rationalise the use of the text (chosen literature) and literature more generally for developing language and literacy in relation to the target year level and give examples from your text.

The databases of EBSCOhost, Google Scholar, and Cumulative Index to Nursing and Allied Health Literature with full text were used to identify evidence-based research concerning the issue of nurse faculty shortage and strategies for dealing with the problem. Identifying keywords selected for the search were nurse faculty shortage, nurse faculty, nurse faculty shortage solutions, and global nurse faculty shortage. Published articles chosen for review fell between 2010 and 2015. Sixty articles matched the key terms in the initial search. From these sixty, eleven of the most relevant and appropriate articles were selected, evaluated, and are discussed within following the review of literature.

Literacy instruction and its challenges, changes and suggestions are the themes of the three chapters. Mainly, the important points evolved around overcoming obstacles, which face the students in their literary career. Additionally struggle areas, non-informative teaching comprehension strategies and viewing literacy in mere archaic thinking.

Valuing Language Study: Inquiry Into Language for Elementary and Middle Schools written by Yetta M. Goodman in 2003, explores language in its entirety and how it relates to students. Goodman has performed research in early literacy, reading, and writing processes, and has published over 160 works. In this book she concentrated on ideas such as critical moment teaching, strategy lessons, linguistics, literature and power. She offered the reader ideas of activities and investigations to use in the classroom to provide students with a better understanding of how the language they use affects their everyday lives. These examples can be modified to fit the needs of elementary and middle school classrooms. The activities force students to reflect on ideas such as “correct” language, language as control, inventing language, social issues, and more. These are all ideas we have explored and will continue to investigate in this course.

Literacy, the ability to read, write, and understand a language, is an extremely important part of modern society. It’s second nature for us now to read street signs as we drive past, food labels in the grocery store, etc. Not to mention the ability to enjoy novels. Being illiterate means that you can’t do any of that. You probably wouldn’t even know how your name is spelled or what it even looks like. Literacy (or lack of) has greatly affected an abundance of people’s lives throughout history. Three authors-Sandra Cisneros, Frederick Douglass, and Sherman Alexie- share their backgrounds, the influence that literacy has had on their lives, and the challenges that they faced to get to where they are. The similarities and differences

One of the hardest things about being a teacher is directing student engagement to keep them on track. This feat seems almost unattainable at times, especially when your target audience is a sixth grade classroom full of sugar-drunk, hormone laden adolescents (meant with love!). Bringing strong language arts lessons into the classroom early on will expose young learners to an array of literary tools and devices, and familiarize them with using these methods to increase in baseline literacy functionality and professional development.

Much of life results from choices we make.  How we meet every circumstance, and also how we allow those circumstances to affect us dictates our life.  In Anton Chekhov’s “The Lady With the Little Dog," we are given a chance to take a look inside two characters not unlike ourselves.  As we are given insight into these two people, their character and nature unfolds, presenting us with people we can relate to.  Even if we fail to grasp the fullness of a feeling or circumstance, we are still touched on our own level, evidencing the brilliance of Chekhov’s writing.

Two genres of poetic literature that began in the twentieth century, Modern and Postmodern, made a dramatic impact on the world. With Modern literature being a heavy influence of postmodern authors, they sought to create their own style with substantial differences. Effectively evolving the generation of it’s time to compose in a style that has carved its niche in history, has been practiced and celebrated for the past seventy years and centuries to come. Postmodern literature was formulated as a poetic outlet to deal with the stressors of life following World War Two. It encouraged readers to question authority and governmental leaders along with “universal truths”. With this style of writing utilizing dark undertones, vivid imagery, and

1 UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTIC AND LITERATURE REFLECTION PAPER TESOL-MA Program Course: Advanced Teaching Methodology Name: ân ĐClass: 2016-B Instructor: ương, Ph.D. Taking the course of MA on TESOL, whose design is research-oriented, post-graduates are required to accomplish credit subjects including Advanced Teaching Methodology. It is obviously an opportunity for master students not only to review what they have learned but also to have an in-depth insight of issues related to teaching and learning English as a foreign language. Two-third of a nine-session course passed and it is time for course learners to take a look back on what they have experienced via a reflection paper. From a very personal perspective, in the one hand, this paper is going to summarize what have been presented and discussed throughout six weeks; and in the other hand, it includes certain points that the writer himself have interests in. The first session of the course focused on knowing of English language learners. In order to help learners achieve success in conquering a second language, it is important that teachers should pay careful attention to what their learners’ role is, viewing from both inside and outside the classroom. In addition, learners’ extrinsic and intrinsic motivation must be also taken into account if the teacher wants to

The Audio-lingual Method (ALM), by its very name – “audio” and “lingual” – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking. Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers