Selection of stories for young learnersWeek 5 (15/7 19/7)Why story books?It is widely believed that literature-based instruction can positively influence the language development of primary school students (Morrow, 1992). Weinreich & Bartlett claim that in childrens literature the child must be regarded as a necessary condition which the author consciously or unconsciously relates to in the creative process (2000:127). For McDowell (1973), the term childrens literature is applicable to books written for, and read by, that group referred to as children by any particular society.Storytelling is an accepted and widely used approach in the teaching of English language classroom. It represents a holistic approach to language teaching and learning founded on the understanding that learners need to interact with rich, authentic examples of the foreign language (Mourao, 2009).Lewis (2001) states that there are good reasons for children reading picture-books:

Consider the fact that children born into the first years of the twenty-first century are likely to possess a richer and more deft understanding of visual imagery and its modes of deployment than any other generation in the history of humankind. Their world is saturated with imagines, moving and still, alone and in all manner of hybrid combinations with texts and sounds. This is the world in which they must function (p.59).Ghosn (2002: 173) summarizes the reasons why authentic literature is valuable for children:Authentic literature provides a motivating, meaningful context for language learning, since children are naturally drawn to stories.Literature can contribute to language learning. It presents natural language, language at its finest, and can foster vocabulary development in context.Literature can promote academic literacy and thinking skills, and prepare children for the English-medium instruction.Literature can function as a change agent: good literature deals with some aspects of the human condition, can thus contribute to the emotional development of the child, and foster positive interpersonal and intercultural attitudes.How to select Story Books?Brown (2004) claims that appropriate selections of childrens literature give students exposure to new, illustrated vocabulary in context, provide repetition of key words and phrases that students can master and learn to manipulate and provide a sense of accomplishment.Smallwood (1988:66) recommends that criteria for the selection of childrens literature for language learners should include age-appropriate theme; simple language; limited use of metaphor and unfamiliar experiences; use of rhyme; unambiguous plot; realistic but simple dialogue; potential for reading aloud; brevity; and good illustrations.Smallwood adds these criteria some more:

Does the book help meet curriculum objectives or enhance the thematic units being studied? Is the books content appropriate to the childrens age and intellectual level?Does the book use language that is at or slightly above the level of the learners?Does the book contain repeated, predictable language patterns?Are there clear illustrations that help the story?In addition to these criteria Steinbeck (2008) lists the characteristics of using stories with young learners as:

Stories should be action orientedStories should be personal (the use of familiar characters, the pre- and post- activities should make use of the personalization technique. Stories should not be too detailed, both in terms of the story and the visuals used.Stories should allow for context extension.Stories should use comprehensible input (the language that is at the right cognitive and linguistic level) so that the output is more structured.

The illustrations of a childrens book are perhaps the largest part of what makes the book attractive to kidsattractive illustrations are almost always what focuses a young childs interest and attention on a bookWithout strong illustrations young children may well lose interest in a young learners book, even if the story is great.illustrations with content that connects with the experience and interests of the child will be more likely to make a young learners book appealing to the child.Children in the infant-to-2-years age category will likely respond better tosimpler and more concrete illustrationsthan to illustrations that are highly complicated or fanciful. Bold colours that catch the eye are also often especially attractive to toddlers.For 3-to-5- and 6-to-8-years age categoriesrespond very well to complex, detailed, and more fanciful illustrations.illustrations become less important as children get oldere.g., a good story alone might well hold a 9-to- 12-year-oldillustrations can still help to tell a story, or illumine the content of a book for an older child.Edifying Language and Vocabulary Expansioncontribute to the expansion of a childs vocabulary in an organic and motivating way.words learned in isolation are boring; words learned in context are illuminating and interesting.simple words signifying concrete objects and activities that very young children can relate toe.g., clap, hands, open, bang, drum, daddy, mum, etc.Edifying Language and Literacy Beginner Book, the authors of these books are required to write their stories using only a constrained set of fewer than 400 words that are simple but crucial building blocks in a childs reading vocabulary. These are words that are both used frequently, and that are relatively simple to figure out phoneticallyedifying language supports a childs journey toward literacy. Moreover, once a child is reading on his own, edifying language is the vehicle by which his reading skills continue to develop.language in childrens books should challenge a child somewhat,even for books that are primarily read to the child by an adult. Thus, the level of vocabulary and linguistic complexity should be slightly above the childs current ability, to encourage growth. However, if the language of a book is way over a childs head, the book will likely be frustrating or boring for him, so it is important not to overshoot. If you do overshoot, you can always try the book later.

Edifying Language and Beautycan contribute to a childs aesthetic sensibility. Specifically, books with beautiful, elevating languagewhether poetry or proseexpose children to verbal beauty. The opportunity for verbal beauty is especially ripe in teen and young adult books (i.e., 13 to 19 years old). At this stage children have mastered the basics of reading and are ready to appreciate elevated prose.

Balance and Variety in Book SelectionOne of the important elementsEvaluating various literary elementsChildren have a wide range of reading abilities reading interestsPicture books, easy-to-read books, short chapter books, longer books, and books of prose, poetry, fiction and nonfiction. Thus, balance among the genres of literatures as well as variety in topic are essential.

Balance and Variety in Book Selection

The stories that teachers choose to read aloud studentsVarying choices for read-aloud will challenge students Enhance the resulting academic benefits for their language cognitive development In sharing books, the mood of the books must be varied to include sad, humorous, silly, serious, reflective, boisterous, suspenseful, or a little scaryBut if a teacher reads aloud over many months the works of literature with the same predominant emotion will lead to ignoring the rapid change and growth in personal lives and choices that are the hallmark of youth.Childrens Stories and Social Development: Complex Plotsa complex plot may contribute to the complexity of a kids storya complex plot generally leaves the reader with some mystery or puzzle to solve over the course of the book. it stimulates the readers thinking as they try to solve the puzzle. a process of figuring out a complex plot forces the reader to use deductive reasoning, and reasoning to the best explanation. Not only must the reader try to arrange the outward cluese.g., messages, missing objects, human actionsinto a coherent picture, but must also integrate the reasons and motives that drive the characters in the story. This sort of reasoning is great mental exercise and can contribute to the expansion of a childs intellectual abilities in a fun, engaging way.A complex plot also generally tells several different stories at once. These are often the stories of the central and secondary characters in the book.The developmental value of reading complex storiesi.e., stories that have wheels within wheelsis that a child must hold in mind many plotlines at once, and must remember how those plotlines overlap and integrate into a whole. In short, reading childrens books with multiple simultaneous plotlines requires a child to exercise her memory in challenging and productive ways. This is not the dull exercise of flashcard memorization, but rather a dynamic exercise of memory, driven by the childs desire to understand an interesting story.Story Complexity and Younger Childrenstory complexity and child development is most obviously applicable to older childreni.e., roughly children older than 9 years of agewhose memory and reasoning abilities have progressed to a level such that they can benefit from complex stories younger children can also benefit from complex stories, though the level of complexity must be tempered to meet the abilities of the younger child.for a younger child should be to expose him to a level of complexity that stretches him, but does not exasperate him. There is no formulaic way to determine this level and find books to match.complex stories appropriate for children aged 6 to 8 years. Both have a large range of characters and challenge the reader with mysteries and riddles to solve, not to mention interesting themes and fantastic illustrations. Using a story in English teachinghigh motivation makes the English classes an enjoyable and stimulating experience for the children"The activities should be simple enough for the children to understand what is expected of them. The task should be inside their abilities: it needs to be achievable but at the same time sufficiently stimulating for them to feel satisfied with their work. The activities should be largely orally based--indeed, with very young children listening activities will take up a large proportion of class time. Written activities should be used sparingly with younger children". (Young Learners, S. Philips, 1997, p.7)

Planning the lessonOne of the most important things for good series of lessons is lesson planning. The use of stories requires careful long term planning followed by short term planning and lesson planning for individual lessons."Children are usually full of enthusiasm and energy, and the language lesson will be full of variety and changes of activity. The lesson must be carefully planned if the teacher and children are going to get the maximum enjoyment and the maximum learning out of a lesson. All teachers plan, just as all good teachers are prepared to adapt their plans, and know that they have to be prepared for emergencies". (Teaching En. to Children, Scott and Ytreberg, 1991, p. 97)

SpeakingOne way how to teach speaking as children get older is provide such activities as storytelling is. It is important to bear in mind that children need to see the reason for doing the activity. This end-product is an important motivating factor, often more important than the topic itself. (S. Philips,1997, p.38)

The following progress from tightly controlled practice to freer communication (Ellis and Brewster, 1991):

look, listen and repeat look and ask guessing games information gap questioners and surveys role-play retelling a story

listen and participate reading aloud memory games dramatization rhymes, action rhymes, songs, chants

TutorialGroup Task:Choose a text/story and explain how you can explore and exploit the story in the language classroom

Individual Task:Create a checklist that you could use to help you choose books / stories for your pupils.