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Storybridge to Second Language Literacy - The Theory, Research and Practice of Teaching English with Children's Literature (Hardcover, New)
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Storybridge to Second Language Literacy - The Theory, Research and Practice of Teaching English with Children's Literature (Hardcover, New)
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Storybridge to Second Language Literacy makes a case for using
authentic children's literature- alternately also referred to as
'stories' or 'real books'-as the medium of instruction in teaching
English to young learners, particularly in contexts where children
must access general curriculum subjects in English. The author
first proposes theoretical foundations for the argument that
illustrated children's books are superior to traditional language
teaching courses in the primary school. She builds the case around
the motivational power of stories, the language and content of
quality children's literature, and the potential of literature to
contribute to development of second language academic literacy. She
then reviews research of the past thirty years that clearly
supports her claim. Finally, she uses transcripts from real
classrooms to illustrate how teachers in diverse contexts make use
of stories. Through the classroom vignettes, a practical model of
literature-based instruction emerges that is adaptable to a wide
range of primary school teaching contexts, including English as a
second language contexts in core-English countries. Storybridge to
Second Language Literacy compiles in one volume solid theoretical
foundations for story-based instruction, research evidence of the
past thirty years supporting the approach (not currently available
in a single source), and extensive classroom vignettes illustrating
diverse practical applications (not lesson plans).This makes the
book valuable for anyone in the field of young learner ELT. MA
students in TESOL will find the book useful and will develop an
understanding of why and how literature-based instruction works and
develop insight to guide their practice. Members of TESOL
Elementary Education, EFL, and Bilingual Education SIGs, and IATEFL
Young Learner SIG will be interested in the volume. Instructors of
teacher development courses should also find the proposed volume a
valuable addition to assigned readings. Each chapter is followed by
'Think about it' questions and 'Try it out' suggestions.
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