Diversity and Innovation in 20th Century Children’s Books
Widening Worlds: Greater Diversity in Children’s Books
Characters, Authors, and Books
20th-century children’s literature was marked by increased diversity in both characters and authors. Earlier popular children’s books such as Hugh Lofting’s The Story of Doctor Dolittle (1920) and Roald Dahl’s Charlie and the Chocolate Factory (1964) have since been judged racist. Most children’s literature prior to the 20th century embodied a White ideology that was reflected in both the text and illustrations.
Read MoreTeaching English to Young Learners: Key Strategies
Key Differences Between Children Under and Over Seven in Language Learning
Children Under Seven
- Acquire English through hearing and experiencing, similar to their first language acquisition.
- Learn through play and doing; learning new words is incidental.
- Enjoy playing with language sounds, imitating, and making funny noises.
- Are not able to organize their learning; they often don’t realize they are learning a foreign language.
- May not be able to read or write in their native language; recycle new words
Intertextuality and Literary Education in Childhood
Intertextuality: The Reader’s Role
Intertextuality is a component of literary competence that provides discursive linkages between texts. It integrates into the degrees of textual assimilation and forms of perception of each reader (personal, academic, critical). It also encourages active participation in the text and fosters personal aesthetics as activation. The reader is important in intertextuality because they survey and promote partnerships between formal textual elements and cultural discussions.
Read MoreEffective Educational Programs: Planning and Development
Educational Programs: Planning, Development, and Evaluation
Educational programs are the specific instruments for planning, developing, and evaluating each of the curricular areas. They make concrete the objectives, content, different elements of the methodology, and the criteria and procedures developed for evaluation by each teacher, team, application, and cycle.
Development schedules consistent with the educational project, coordination, and balance of your application between the different groups
Read MoreImproving Written Expression in the Classroom
The Importance of a Written Expression Workshop
Why must we consider organizing a workshop on written expression?
The basic idea of the workshop is to find a time, a space, and a theme for pupils to develop a written text, and for the teacher to actually help them do so. The objective of the workshop is to develop comprehension strategies. The most important points to consider when organizing the workshop in the classroom are:
- The subjects of writing: These should be varied and motivating over the
Linguistic, Sociolinguistic, and Pragmatic Competence in Language Learning
Linguistic, Sociolinguistic, and Pragmatic Competence
Yiyi: Introduction to Text
1. Linguistic Competence:
- Vocabulary (themes as numbers: 1, 2, 3, etc.)
- Grammar (tenses as present; word classes as verbs, nouns, prepositions – as, by, of -, relatives – what, who -, adjectives, determiners)
- Spelling (contractions as it’s; double letters as foot; special spelling as enjoyable)
- Pronunciation (may not be used)
2. Sociolinguistic Competence:
- Register (formal/informal)
- Dialect/Accent
- Markers of social relations