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CURSO : LITERATURE FOR CHILDREN (CPC)
TRADUCCION : LITERATURA INFANTIL
SIGLA : EIN1008
CREDITOS : 10
MODULOS : 2
CARACTER : MINIMO
TIPO : CATEDRA
CALIFICACION : ESTANDAR
DISCIPLINA : LITERATURA
PALABRAS CLAVE : CHILDREN LITERATURE,
CARRERA : PEDAGOGIA EN INGLES PARA EDUCACION BASICA Y MEDIA

II. DESCRIPTION

This course promotes appreciation of literature as an artistic, cultural and educational manifestation which is fundamental for child development. It provides the prospective teacher with an understanding of literature written by English speaking communities and in various multicultural settings that allows them to select, analyze, interpret and produce literary and non-literary works (in print or digital environments) meant to be read and listened to by students at this level. The course explores the subgenres within children?s literature: fairy tales, folk tales, fables, poems and picture books among others from a pedagogical perspective.

III. OBJECTIVES

1. To recognize and compare a variety of literary genres for children and their specific characteristics in order to discern which genres would be suitable for a specific learning community of learners (with specific likes and needs) in a given context and time.
2. To critically analyze a wide range of literary texts for children (printed and in digital environments) in order to develop critical competencies that enable the in-training-foreign-language-teacher to assess any literary text and its potential.
3. To assess the specific contribution of diverse texts for children to the English teaching and learning process.

IV. COMPETENCIES

1. The student masters the English Language at an Advanced Level and is able to communicate fluently and precisely in order to offer provide learning opportunities for the integrated development of communicative skills in English (Domina la lengua inglesa a nivel avanzado y se comunica de forma precisa y fluida, para ofrecer oportunidades de aprendizaje orientadas al desarrollo integrado de las habilidades comunicativas en ingles | Subcompetencias 1.1, 1.2, 1.4); Perfil de egreso pedagogia en ingles Educacion Basica y Media.

2. The student understands the structure and functioning of the English Language and its cultural expressions, in order to contextualize the developmental process of English communicative skills in the school context (Comprende la estructura y funcionamiento de la lengua inglesa y manifestaciones culturales asociadas, para contextualizar el proceso de desarrollo de habilidades comunicativas en ingles en el contexto escolar | Subcompetencias 2.3, 2.4); Perfil de egreso pedagogia en ingles Educacion Basica y Media.

V. CONTENTS

1. Poetry for children and its classroom potential. Recognizing how sound patterns, rhythm, repetition and anticipation contribute to linguistic sensitivity and enjoyment, enhancing the learners? confidence as new readers.
1.1. Nursery Rhymes
1.2. Lullabies and bedtime stories
1.3. Chants and playground songs
1.4. Tongue Twisters
1.5. Guessing games

2. First readers, easy readers: always in the classroom. Identifying patterns and sequences in the ?readers? tradition; how they scaffold in the literacy process, enhancing reading comprehension, critical thinking, linguistic sensitivity and enjoyment.
2.1. Alphabet books
2.2. The Beginners series (Dr. Seuss)
2.3. Transitional books

3. Traditional narratives and their classroom potential. Critically analyze rewritings, adaptations and appropriations of traditional tales, balancing the ever-changing message/moral and the aesthetic value, looking at how such texts may enhance reading comprehension, cultural belonging, critical thinking, linguistic sensitivity and personal enjoyment.
3.1. Folktales and fairy tales
3.2. Fables

4. Modern narratives and their classroom potential. Critically contrast the collective experience of storytelling against independent reading of stories or novels, looking at how (1) such experiences enhance reading comprehension, critical thinking and community building; (2) aesthetic language boosts linguistic sensitivity and personal enjoyment, ultimately contributing to the development of independent lifelong readers.
4.1. Storytelling
4.2. Short stories
4.3. Short novels

5. Visual narratives and their classroom potential. Appreciate the complexity and ethics of promoting multimodal literacy; the aesthetic value and reception challenges of multimodal texts; the charm of visual narratives in the construction of life-long independent readers.
5.1. Comic books
5.2. Picture books
5.3. Silent books

6. Information texts. Assess the specific characteristics of information texts and their contribution both, to the pleasure of learning, and reading to learn.
6.1. Conventional information texts (reference books and text books)
6.2. Contemporary information texts (for young explorers, hobbies and entertainment)

VI. METHODOLOGY

In class collaborative construction of knowledge through:
- Class discussions of readings (critical analysis)
- Peer learning (assessing texts)
- Group/pair workshops (assessing texts)
- Independent individual reading and reader responses analysis; students? reflexions reported through digital personal dossier and reading blog (recognize and compare).

VI. EVALUATION

- 3? Show & tell (show 1 slide & tell for 3?); student identifies the genre of a text; compares the specific work to the general description of the genre
- 5? Group oral presentation ? micro teaching; students analyze a text(s) and identify learning opportunities; elaborate and model one ?classroom? activity
- Midterm test ? written comprehensive text (critical analysis)
- Final research project (group): students analyze the collection of texts in the English Corner at BEF/UC, identify strengths and weaknesses of the collection, make suggestions, and design a strategy to increase loans and enhance a ?for pleasure? community of readers (critical analysis and assessment)
- Digital personal dossier ? reading blog: 6 literary texts reported & 4 theoretical texts reposted (recognize and compare).

VII. BIBLIOGRAPHY

Minimum

Barnatt, John (2010). ?The power of nonfiction: Using informational text to support literacy in special populations?. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6554.

Collie, Joanne and Stephen Slater (1987). Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge UP.

Daniels, Harvey and Nancy Steineke (2004). Mini-Lessons for Literary Curcles. Heinemann.

Horning, Kathleen T. (2010). From Cover to cover: Evaluating and Reviewing Children?s Books. Collins.

Nel, Phillip and Lissa Paul, eds. (2011). Keywords for Children?s Literature. New York University Press.

Nikolajeva, Maria and Carole Scott (2006). How Picturebooks Works. Routledge.

Reynolds, Kimberly (2011). Introduction to Childrern?s Literature. Oxford UP.

Zipes, Jack (1997). Happy Ever After: Fairy Tales, Children and the Culture Industry. Routledge.


Complementary

Zipes, Jack, ed. (2005) The Northon Anthology of Children?s Literature. Traditions in English. Norton.

Carpenter, Humphrey (1999) The Oxford Companion to Children?s Literature. Oxford UP.

Grenby, Mathew O. (2009) The Cambridge Companion to Children?s Literature. Cambridge UP.


PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE
FACULTAD DE EDUCACION / MARZO 2018