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OUTLINE :
0. INTRODUCTION
2. TEXT TYPOLOGIES
3. CONCLUSION
4. BIBLIOGRAPHY
0. INTRODUCTION
This unit will deal with the most popular works in different periods and
differents authors and genres of children literature, and with different
types of story books or children. We will finish with a conclusion and the
bibliography used.
Before the 18th c. Children could read books like Aesop's Fables,
romances, travel books, chapbooks, boardside ballads<, for example,
Bunyan's <pilgrim's Progress (1678 ) , Defoe's Robinson Crusoe (1719) and
Swift's Gullivesr's Travels. They were books written for adults. It was not
until the middle or the 18 th century That books were specially written for
chiuldren . ( Although in France it was a little better, children had books
such as Perrault's Fairy tales, so popular ( or The Arabian Nights )
translated to English in early 18th c. )
There was a demand for children's books and John Newbery, a book
seller of works illustrated by woodwoodcuts and engravings ), realized it
and he published works such as A little Pretty Pocket-Book and the History
of Little Goody two -shoes.
( There were some of whose books imitations ) but, it was in the letter half
of the 18th c. When works in juvenile literature appeaared. Kwown works
like The History os sandford and Merton by Thomas Day, Fabolous
Histories by Sarah Trimment, Evenings at Home by John Aikin and Mrs
Barbauld, The Parents's Assistant, by Maria Edgeworth ( The novelist ) And
in the 19thc. , Charles and Mary Lamb wrote Tales from Shakespeare.
The history of verse written for children is quite brief. The first
identifiable children's poet was probably Watts, whose memorable jingles,
Divine Songs for Children, were popular from the early 18th c (1715 ) . Also,
at about this time, collections or nursery rhymes began to appear,
highghiting Ann and Jane Taylor, whose first book, Original Poems for
infant Minds ( Twinklem twinkle little star included ) was very successful .
Foreign learners, to internalize the grammar and work out the meaning of
words from their context, must have sufficient authentic and
understandable material to work from ( Krasen - comprehensible input ).
Reading most suitable texts for our pupils. For this, we must bear in mind
aspects such as the students' needs and abilities, that is to say their
interest, age, level, rhythm of learning and their previous expectations
about the FL class; the linguistic and stylistic level of the text, that is
vocabulary, about what we must try the language to be clear, graded and
with repetitions and the text must allow the pupils to make predictions
( about what comes next ) using their background and expectations
Certain our attention on the most popular works and authors we will
destinguish some periods. As well have said, in the 17th century literature
was written for adults (although read by children as well ) being so known
works like Robison Crusoe, by Daniel Defoe and Gulliver's Travels, by
Johnattan Swift. In the 18th century began to appear some works written
for choldren, such as The History of Sandford and Marter by Thomas Day,
or series or short and attractive books called Gigantic Histories by Thomas
Boreman, apart from rhymes and fairy tales. But it was the 19 th century
when Children 's Literature appeared as a genre. Until then , it didnt's seen
necessary to create a literature specially for children, and it wasn't
economically advisable. But, with mass education appearance a large market
was created , permitting the possibility of distributing books for children.
In this period, we can highlight famous authors like Brothers Grimm, who
wrote German Popular Stories or H.Candersen, who wrote Rairy Tales and
Stories. About adventures books for boys the first one, Steverson. The
most famous writers or children's stories were Lewis Carroll, who wrote
Alice's Adventures in wonderland and It was the Best Butter and Beatrix
Potter, who wrote The Tales of Petter Rabbit and Tailor of Gloucester.
Also , we must mention Oscar Wilde who, althoug h Irish wrote in English
his best works are some like the Happy Prince and the Canterville Ghost.
And within non English literature there are famous writers such as Louisa
M Al cott and her Little Women , Adventures of Tom Sawyer and
Adventures or Huckleberry Finn by Mark Twain, Heidi , by Johanna Spry or
Anne of Green Gables by L.M.Montgomery. Finally, in the 2=th century we
find different sorts of works. We can mention fairy tales that have
become classic such as Peter Pan by J.>M Barries, The Jungle Book by
Rudyard Kipling , The Lord of the Rings, by J.R Tolkien. In this period many
others authors have become popular. That's the case of the previously
named C.S. Lewis , who apart from his sciencies-fiction novels wrote the
Narnia series; Raymond Breggs who wrote Jim and Beantalk , Rather
Christmas , and The Snowman; Roald Dahl, who dealt with many interesting
topics, specially for children in books like James and the Giant Peach,
Charlie and the chocolate Factory and many others.
B) GENRES
There exist many types ( genres ) of literature for children. We will
describe some of them.
Probably, one of the most relevant is tales. They provide the possibility of
repeating words and structures, helping children reinforce aspects of the
language and concepts. They give clues helping them to predict about the
content of the text. Tales use argumentative techniques and language
suitable for children. They normally transmit moral values and approach the
pupils to the culture of the language speaking community.
When selecting a work of literature we must bear in mind that we want our
pupils to engage interactively with the text, the classmates, and with us,
the teachers. To reach this we must follow these guidelines:
2. Our pupils must genuinely interact with the text, their classmates and
the teacher and not be mere recipients
4. Our activities must be varied and interesting. Duff and Maley give a list
of general procedures that we can use in our classrooms:
- reconstruction
- reduction
- expansion
- replacement
- matching
- media transfer
- selection
- ranking
- comparison
- analyzing
2.TEXT TYPOLOGIES
Also it is interesting teachers adapt tales for different purpose, giving way
to many possibilities of explotation.
But when adapting a story we cant simplified too much because our pupils
could lose the flavour of real stories, so Ellis and Brewster give a guidelines
to follow:
Aspects to consider
* Organization of ideas
1. Check sentences length and complexity
2. Check time references
3. Check the way ideas are linked
4. Check the way the ideas are explained
* Story length
1. Check the number of ideas in the story.
5. CONCLUSION
As we have seen, books and stories have existed for centuries. The most
characteristic aspect of them is their special way of enjoyment; also we
can learn different sorts of concepts and knowledge though reading books.
So literature is a useful resource to learn a foreign language, to acquire it
without paying conscious attention to the learning other the language.
We can use different genres of literature in the foreign language class,
since a nursery rhyme or a riddle to a song or books narrating longer
stories. But, what is really important is to bear in mind aspects such as the
vocabulary used, sentence pattern, the topic..., to select a book or story.
They must be suitable for our pupils.
6. BIBLIOGRAPHY