Dasar 1 M 1 S Mewajibkan Setiap Murid Menyertai Sekurang

8/3/2019 Dasar 1 M 1 S Mewajibkan Setiap Murid Menyertai Sekurang

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Dasar 1 M 1 S mewajibkan setiap murid menyertai sekurang-kurangnya satu

aktiviti sukan di sekolah. Dasar ini menyokong pelaksanaan Falsafah Pendidikan

Kebangsaan yang berhasrat untuk melahirkan insan yang seimbang dari segi

intelek, rohani, emosi dan jasmani. Justeru dengan dasar ini, setiap murid akan

melibatkan diri secara aktif dengan menyertai aktiviti sukan sekolah sepanjangtahun. Dasar ini adalah selaras dengan Dasar Sukan Negara untuk membudayakan

sukan di kalangan masyarakat dan hendaklah dimulakan di peringkat sekolah

melalui dua strategi iaitu Sukan Untuk Semua dan Sukan Untuk Kecemerlangan.

Aktiviti sukan di bawah Sukan Untuk Semua adalah sangat penting dalam

membina kesihatan, sahsiah dan kesejahteraan ke semua murid. Bagi Sukan untuk

Kecemerlangan, prestasi murid yang berbakat dan berpotensi hendaklah terus

dibangunkan di bawah Program Kecemerlangan Bakat Muda, Sukan Prestasi Tinggi

Sekolah serta sukan lain yang mampu ditawarkan oleh pihak sekolah. Oleh yang

demikian, penyertaan setiap murid dalam sukan adalah amat penting sebagai satu

landasan mendokong aspirasi 1 Malaysia yang sihat, cergas, dinamik dan bersatu

padu. Dasar ini selaras dengan hasrat YAB Perdana Menteri dalam mendokong

semangat 1 Malaysia.

Dasar 1 M 1 S berhasrat untuk,

1. Membangunkan modal insan melalui penyertaan yang menyeluruh dari

kalangan murid dalam kegiatan sukan sepanjang tahun.

2. Memupuk budaya bersukan di kalangan murid sekolah agar menjadi ahli

masyarakat yang mengamalkan gaya hidup sihat dan cergas.

Dasar 1 M1 S berhasrat untuk memenuhi objektif-objektif berikut:

1. Meningkatkan kecergasan jasmani.

2. Membentuk sahsiah, jati diri, disiplin dan nilai murni.

3. Memupuk perpaduan di antara kaum.

4. Membentuk budaya sukan di kalangan murid.

5. Memenuhi naluri semulajadi murid dalam aktiviti fizikal.


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6. Memberi keseimbangan antara keperluan akademik dengan keperluan fizikal.

7. Mewujudkan landasan ke arah kecemerlangan sukan.

Falsafah Pendidikan Kebangsaan (FPK) bermatlamat untuk melahirkan insan yang

seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani (JERI). Konsep

Dasar 1 M 1S diwujudkan untuk menyokong FPK agar dapat:

1. Memberi akses kepada semua murid mendapatkan faedah daripada penglibatan

dalam sukan khususnya kepada murid yang kurang atau tidak aktif.

2. Membangunkan sukan sekolah ke arah meningkatkan kadar penyertaan murid

dalam sekurang-kurangnya satu jenis sukan di sekolah.

3. Memberi peluang kepada semua murid yang berbakat dan berpotensi untuk

digilap ke tahap yang lebih tinggi.

Pelaksanaan Dasar 1M 1S hendaklah mengambil kira prinsip-prinsip berikut:

1. Setiap murid termasuk murid berkeperluan khas yang tidak mengalami masalah

kesihatan hendaklah wajib mengambil bahagian dalam sekurang-kurangnya satu

jenis sukan. Dasar 1M 1S adalah diwajibkan untuk Tahun 4 hingga Tahun 6 di

sekolah rendah dan Peralihan , Tingkatan 1 hingga Tingkatan 6 di sekolah

menengah. Walau bagaimanapun murid-murid Pra Sekolah hingga Tahun 3digalakkan menyertai program ini berdasarkan kemampuan sekolah.

2. Murid boleh menyertai lebih dari satu sukan mengikut kemampuan dan sukan

yang ditawarkan oleh sekolah atau yang dijalankan dengan pengetahuan dan

persetujuan pihak sekolah;.

3. Asas kepada 1M 1S adalah pelaksanaan mata pelajaran Pendidikan Jasmani dan

Kesihatan yang berkualiti di sekolah. Segala sumber untuk mata pelajaran

pendidikan jasmani hendaklah diguna sama bagi 1M 1S.

4. Aspek yang diutamakan adalah penyertaan aktif oleh semua murid dalam

aktiviti su kan.

5. Penyertaan dalam sukan adalah asas kepada perkembangan Intelek Rohani,

Jasmani, dan Emosi murid.


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6. Ibu bapa dan agensi luar rakan sukan adalah digalakkan untuk menyumbang

kepada pembangunan sukan sekolah.

7. Setiap sekolah yang sudah pun mempunyai prasarana, kemudahan dan peralatan

sukan hendaklah mengoptimumkan penggunaannya bagi meningkatkan lagi

penyertaan aktif setiap murid.

Bagi memenuhi prinsip-prinsip pelaksanaan 1M 1S, setiap sekolah mempunyai

pendekatan dalam melaksanakan program sukan mengikut acuan dan kemampuan

sedia ada. Dengan itu, pelaksanaan 1M 1 S adalah berdasarkan kepada pendekatan

berikut:

1. Aktiviti sukan bermaksud melibatkan diri dan mengambil bahagian secara aktif

dalam latihan sukan dan permainan di bawah pengurusan sekolah. Sukan yang

ditawarkan di bawah 1M 1S hendaklah berunsurkan aktiviti yang melibatkan

pergerakan fizikal.

2. Aktiviti sukan di sekolah diadakan sepanjang tahun berdasarkan kepada aktiviti

rumah sukan dan kelab sukan. Kejohanan tahunan olahraga sekolah yang

didahului oleh kejohanan merentas desa dan sukan tara menjadi aktiviti teras

sukan di sekolah.

3. Pihak sekolah hendaklah mengadakan pertandingan antara tingkatan, kelas,

rumah, dorm asrama, kelab sukan sekolah. Penyertaan murid dalam kejohanan

MSSD/MSSN/MSSM serta peringkat antarabangsa adalah merupakan aktiviti 1M1S.

Penilaian murid adalah berdasarkan kepada sistem penilaian sedia ada yang

berasaskan:

1. Kehadiran;

2. Jawatan Serta Sumbangan;

3. Penglibatan; dan

4. Pencapaian.

Perubahan pada sistem penilaian sedia ada akan berkuatkuasa untuk murid

Tingkatan 4 dan Tingkatan 1 mulai tahun 2012.

MAJULAH SUKAN UNTUK NEGARA


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Policy 1 M 1 S requires every student participating in at least one sports activity in schools. This policy

supports the implementation of the National Education Philosophy which aims to produce a balanced

intellectually, spiritually, emotionally and physically. Thus with this policy, each student will be actively

involved by participating in school sports activities throughout the year. This policy is consistent with the

National Sports Policy in cultivating a community sports and should be started at the school level

through the two strategies, namely Sport for All and Sports for Excellence.

Sports activities under the Sports For All is very important in building the health, personality and well-

being to all students. For Sports Excellence, the performance of students with talent and potential to be

further developed under the Young Talent Program of Excellence, School of High Performance Sports

and other sports that could be offered by the school. Therefore, the participation of all students in

sports is very important as a platform to support Malaysia's aspiration of a healthy, vibrant, dynamic and

cohesive. This policy is in line with the Prime Minister in support of the spirit of a Malaysian.

Policy 1 M 1 S intends to,

1. Developing human capital through a comprehensive participation among pupils in sporting

activities throughout the year.

2. Creating a sports culture among school children to become members of the community to

adopt healthy and active lifestyle.

Policy 1 M1 S intends to meet the following objectives:

1. Improving physical fitness.


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2. Develop character, self-esteem, discipline and values.

3. Foster unity among the races.

4. Develop sports culture among students.

5. Meet the natural instincts of students in physical activity.

6. Provide a balance between the academic requirements for the physical needs.

7. Creating a track toward excellence.

National Education Philosophy (Stakeholder Forum) aims to produce a balanced and harmonious

in terms of intellectual, spiritual, emotional and physical (Jeri). The concept of an M 1S Policy

was established to support the Stakeholder Forum to be able to:

1. Provide access to all students benefit from involvement in sport, particularly for pupils is lessor not active.

2. Developing school sports to improve the participation rate of students in at least one sport atschool.

3. To provide opportunities for all students of talent and potential to be polished to a higher level.

1M 1S Policy Implementation should take into account the following principles:

1. Each pupil, including pupils with special needs who do not have health problems should be

obliged to take part in at least one sport. 1S 1M policy is compulsory for Year 4 to Year 6 inprimary schools and Transition, Form 1 to Form 6 in secondary schools. However, the students

of Pre-School to Year 3 are encouraged to participate in this program based on school capacity.

2. Pupils can participate in more than one sport within their means and sports offered by schools

and conducted with the knowledge and consent of the school.

3. 1M 1S is the basis for the implementation of subject Health and Physical Education in school

quality. All the resources for physical education subjects must be equal to 1M 1S.

4. Preferred aspect is the active participation by all students in the state su activity.

5. Participation in sports is fundamental to intellectual development Spiritual, Physical, and

Emotional pupils.

6. Parents and Sports partner agencies are encouraged to contribute to the development of school

sports.


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7. Each school that already has the infrastructure, facilities and sports equipment to optimize itsuse to increase the active participation of every student.

To meet the principles of the implementation of 1M 1S, each school has in approach to sports

programs and the ability to mold existing. Thus, the implementation of an S 1M is based on thefollowing approach:

1. Means to participate in sports and participate actively in sports and games training under themanagement of schools. Sports offered under 1M 1S be characterized activities that involve

physical movement.

2. Sports activities in schools throughout the year based on the activities of sports and sports club

house. The annual tournament is preceded by a school sports tournament between cross-country

and sports a core sport in schools.

3. The school is to hold the competition between the levels, classes, houses, Dorm dorm, schoolsports clubs. Student participation in the competition MSSD / MSSN / MSSM and international

level is 1M1S activities.

Student assessment is based on the existing assessment system based on:

1. Attendance;

2. Position And Contribution;

3. Engagement, and

4. Achievement.

Changes to the existing assessment system will be effective for students of Form 4 and Form 1

from the year 2012.

Phonics Basics

What is phonics?

Phonics is simply the system of relationships between letters and sounds in a language.

When your kindergartener learns that the letter B has the sound of /b/ and your second-

grader learns that "tion" sounds like /shun/, they are learning phonics.


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Why is phonics important?

Learning phonics will help your children learn to read and spell. Written language can

be compared to a code, so knowing the sounds of letters and letter combinations will

help your child decode words as he reads. Knowing phonics will also help your child

know which letters to use as he writes words.

When is phonics usually taught?

Your child will probably learn phonics in kindergarten through second grade. In

kindergarten, children usually learn the sounds of the consonant letters (all letters

except the vowels a, e, i, o, and u). First- and second-graders typically learn all the

sounds of letters, letter combinations, and word parts (such as "ing" and "ed"). They

practice reading and spelling words containing those letters and patterns. Second-

graders typically review and practice the phonics skills they have learned to make

spelling and reading smooth and automatic.

Children vary in the amount of phonics instruction they need and when they need it.

Some children need very little phonics instruction, while others still benefit from phonics

instruction in third grade. Many children with dyslexia benefit from phonics instruction

even beyond third grade. SeeA Primer on Dyslexiato find out more about dyslexia and

reading difficulties.

Fun way to learn English for Year 2 pupils.Monday, September 26th, 2011

PUTRAJAYA: A new English syllabus, similar to the one being taught toYear One pupils, will be introduced to Year Two pupils next year.
http://www.pbs.org/parents/readinglanguage/articles/dyslexia/the_facts.htmlhttp://www.pbs.org/parents/readinglanguage/articles/dyslexia/the_facts.htmlhttp://www.pbs.org/parents/readinglanguage/articles/dyslexia/the_facts.htmlhttp://www.teo-education.com/teo/?p=17109http://www.teo-education.com/teo/?p=17109http://www.pbs.org/parents/readinglanguage/articles/dyslexia/the_facts.html


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Deputy director general of education (policy) Prof Khair Mohamad Yusofsaid the latest syllabus, which was designed in 2009 and put through a testrun last year, had received positive feedback from teachers and pupils.

He said the latest syllabus was more modular, interactive, designed tomake learning fun and relied less on textbooks.Modular meant that English was taught around selected themes, such assports, while the new syllabus was also more activity based, he added.

The latest syllabus was drawn up by experts from the Education Ministrys

co-curriculum division, who later engaged representatives from thebusiness community, language associations and educationists, he told theNew Straits Times yesterday.

The syllabus was inspired from the best practices around the world.Our only concern now is the teachers. They must be equipped with the

right skills, otherwise, a good plan or a good book would not work.

Teachers are undergoing training to teach the new syllabus.

He said this when asked to comment on an NST report yesterday in whichMalaysian English Language Teaching Association (Melta) presidentAssociate Professor Dr Ganakumaran Subramaniam claimed that the

current syllabus used to teach English in schools was outdated.Prof Khair said Form 1 students would be taught the new English syllabusin a test run next year for implementation in 2014.He also said there would be a constant evaluation of the new Englishsyllabus by the co-curriculum division.

Read more @ http://www.nst.com.my/nst/articles/10engsa/Article

Four good reasons to use literature inprimary school ELT

1. Irma K. Ghosn1

+Author Affiliations
http://www.nst.com.my/nst/articles/10engsa/Articlehttp://eltj.oxfordjournals.org/search?author1=Irma+K.+Ghosn&sortspec=date&submit=Submithttp://eltj.oxfordjournals.org/search?author1=Irma+K.+Ghosn&sortspec=date&submit=Submithttp://eltj.oxfordjournals.org/search?author1=Irma+K.+Ghosn&sortspec=date&submit=Submithttp://eltj.oxfordjournals.org/content/56/2/172.abstracthttp://eltj.oxfordjournals.org/content/56/2/172.abstracthttp://eltj.oxfordjournals.org/search?author1=Irma+K.+Ghosn&sortspec=date&submit=Submithttp://eltj.oxfordjournals.org/search?author1=Irma+K.+Ghosn&sortspec=date&submit=Submithttp://www.nst.com.my/nst/articles/10engsa/Article


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1. 1The Lebanese American University in Byblos, Lebanon. Email:

[email protected]

Abstract

The teaching of English as a foreign language in primary schools is gainingpopularity throughout the world. Many countries are also using English in the

upper grades as the vehicular language for all or part of the general curriculum. It

is therefore important to identify the types of materials that best prepare pupils for

academic work in L2. The traditional structurallybased texts and the newer,

integrated, communicative courses might not be sufficient for the demands of the

academic classes. On the other hand, a syllabus that is based, or that draws heavily

on authentic children's stories, provides a motivating medium for language

learning while fostering the development of the thinking skills that are needed for

L2 academic literacy. Literature can also act as a powerful change agent by

developing pupils' intercultural awareness while at the same time nurturing

empathy, a tolerance for diversity, and emotional intelligence. This is an important

consideration at a time when our world is becoming smaller, yet increasingly

hostile.

Copyright 2002

172 ELT Journal Volume 56/2 April 2002 Oxford University Press

Four good reasons to use

literature in primary school E LT

Irma K. Ghosn

The teaching of English as a foreign language in primary schools is gaining


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popularity throughout the world. Many countries are also using English in the

upper grades as the vehicular language for all or part of the general curriculum.

It is therefore important to identify the types of materials that best prepare

pupils for academic work in L2. The traditional structurally-based texts and the

newer, integrated, communicative courses might not be sucient for the

demands of the academic classes. On the other hand, a syllabus that is based,

or that draws heavily on authentic childrens stories, provides a motivating

medium for language learning while fostering the development of the thinking

skills that are needed for L2 academic literacy. Literature can also act as a

powerful change agent by developing pupils intercultural awareness while at

the same time nurturing empathy, a tolerance for diversity, and emotional

intelligence. This is an important consideration at a time when our world is

becoming smaller, yet increasingly hostile.

Introduction The practice of teaching foreign languages, especially English, in the

primary school is not a new phenomenon. Several European countries

have taught foreign languages in the primary grades for many years,

while others are experimenting with the concept. English is also the

instructional language in many countries

, and we can expect this use of

English to spread as access to the electronic communications network

becomes available to ever-widening circles of learners. The question now

is whether materials development has kept up with the changes in the

goals of language instruction. While the traditional, carefully structured

materials might be appropriate in cases where the aim is to provide

exposure and enrichment, they may not be the best choice where the goal

is to prepare children for English-medium instruction in the general

curriculum. Traditional E L T materials may fail to provide adequate

support for development of L academic literacy. Carefully selectedchildrens literature, however, oers an alternative, motivating medium

for foreign language acquisition. Childrens literature is defined here

narrowly as fiction written for children to read for pleasure, rather than

for didactic purposes. This definition excludes basal readers, or reading

scheme books, which are developed around controlled vocabulary.

Childrens literature is no stranger in North American or Australian

E S L classes, where for many years literary circles and a rich variety ofreading response activities have

been used to foster first and second

language development. I will argue here that the use ofchildrens fiction

also has a number of justifications in primary school E F L instruction,

particularly in those contexts where academic language proficiency is the

goal.

The sustained human interest in a story over centuries, even millennia,

is clear from the rich evidence of the epics, myths, legends, and folk tales

that have thrilled, inspired, and entertained people since the times of

Gilgamesh. I suggest authentic childrens literature as an alternative to

the traditional bottom-up approach to E F L, and oer four good reasons

for using authentic literature in the primary school E F L class.

First, authentic literature provides a motivating, meaningful context for


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language learning, since children are naturally drawn to stories.

Second, literature can contribute to language learning. It presents

natural language, language at its finest, and can thus foster vocabulary

development in context. As Collie and Slater (1987) have pointed out, it

stimulates oral language and involves the child with the text; it also

provides an excellent medium for a top-down approach to language

teaching.

Third, literature can promote academic literacy and thinking skills, and

prepare children for the English-medium instruction.

Fourth, literature can function as a change agent: good literature deals

with some aspects of the human condition, and can thus contribute to

the emotional development of the child, and foster positive interpersonal

and intercultural attitudes.

1 Motivation First, childrens fiction, with its primarily narrative form, responds to the

universal human need for narrative (Hardy 1978). Story, which should be

central to a first language program, is therefore equally justified in an

E F L program.

Bruno Bettelheim (1986: 4) recognized the significance which readingmaterial has for the developing child, and for the way the child learns to

understand the world and him/herself. If reading material is so shallow

in substance that little of significance can be gained, the act of reading

becomes devalued when what one has learned to read adds nothing of

importance to ones life. Although Bettelheims remarks do not refer to

L learners, one can easily draw an analogy between L reading material

and the language used in an L class. One need only substitute the word

language for reading in Bettelheims statement to understand its

significance in E L T instruction. Exton and ORourke (1993: 278)

express a similar concern in an E S L context: reading and language

activities generated by the typical basal reader texts fail to oer readersany satisfaction, and may actually foster a notion that reading and

perhaps language in general involves the expenditure of eort upon texts

that give back neither pleasure nor information in return. In the E L T

class, there is the added danger that the learners will see the new

language in this light.

Machura (1995) presents a delightful anecdotal description of her

experience with childrens literature in Hungary. Her advanced

Literature in primary level E LT 17312 year-olds enthusiastically worked through The Very Hungry

Caterpillar

(a picture storybook for young children, by Eric Carle). The same story

kept a kindergarten E F L class of 4 year-olds in Lebanon intensely

occupied for four weeks (Ghosn 1997). The appeal of this story to such a

large age span demonstrates the power of a skillfully constructed

narrative represented through language that is both rich and predictable

in its repetitious features. The superb illustrations undoubtedly add to

the appeal as they not only clarify and extend the language but provide a

visually aesthetic experience as well. (See Figure 1 on what to keep in

mind when selecting stories.)

Theme


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Universal themes; children everywhere can identify with fear, courage, hope,

love, belonging, and the need to achieve. Universal themes are generative,

allowing for a variety of spin-o activities.

Storyline

Clear, uncomplicated story-line with a satisfying, unmelodramatic conclusion.

No flashbacks or complex, multifaceted characters for beginning learners.

Important: The storyline should appeal to the adult reader; a high quality

childrens story which allows for a variety of interpretations and is thus

enjoyable to various age groups.

Language

A certain amount of amusing and predictable repetition, especially for

beginning learners. Repeated grammatical structures and formulaic expressions

that are made clear in the story context. Use of vocabulary that provides

synonyms and alternative expressions.

Illustrations

Aesthetically pleasing illustrations that help to clarify the text; good illustrations

provide opportunities for discussions in which the key vocabulary can be

exploited.2 Language learning Judging from scores of books and articles in professional journals,

childrens literature has found a permanent place in many E S L

classrooms. That is easy to understand, bearing in mind that literature is

not only interesting to children, but also facilitates integration of the

language skills. It can also oer predictable yet natural language which

promotes word recognition, as well as opportunities for authentic

reading and writing tasks, and it is not grammatically sequenced. All of

these features are in line with the natural language acquisition theory.

Margaret Meek (1995: 6) makes an excellent point in noting that Stories

teach children the verb tenses of the past and the future when they are

intensely preoccupied with the present. Yet most primary-level E F L textshave overlooked this potential and keep to the simple present, which is

unnatural, especially since childrens lives are largely organized around

the narrative. David Crystal (1987) also strongly argues against this

emphasis on simple present tensea form of communication he sees as

unnatural, except in a sports commentary. It seems to me that stories,

with their often familiar story grammars, provide an ideal context for

verb tense acquisition. Literature may also help L learners to internalize

the new language by providing access to a rich variety of linguistic items

and a context for their communication eorts. Literature, therefore,

174 Irma K. Ghosn

f igure 1

Criteria for selecting

storiesseems to oer a medium that can create an acquisition-rich environment

in the classroom context.

Literature is full of examples of real-life language in dierent situations,

as Hill (1986) has pointed out, and oers a variety of models for

communication. However, traditional E F L course books have been

criticized as being sti imitations of the dynamic spontaneity of real

life,their characters as nice, decent, and characterless, and the


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situations generally unreal and dull (Crystal 1987: 15). More recently,

some interesting series for E F L classes have appeared on the market, but

by and large, E F L course texts tend to be highly structured, albeit

communicatively oriented and colorful.

Another significant point in favor of literature, as Bassnett and Grundy

(1993: 7) have pointed out, is that

literature is a high point of language usage; arguably it marks the

greatest skills a language user can demonstrate. Anyone who wants to

acquire a profound knowledge of language that goes beyond the

utilitarian will read literary texts in that language.

We should be careful not to retain the young E F L learners at the

utilitarian level of basic dialogues about mundane daily activities, or

have them endlessly limited to the present tense. Yet that is still a

common approach in many E L T texts, including even the newer ones.

Part of the reason for this, of course, can be attributed to the constraints

imposed by publishers seeking to reach the widest possible market for

their materials.

It also seems to me that through the medium of literature we can provideyoung E F L learners with language experiences that will not only motivate

and foster oral language, but also deepen their awareness of the target

language in its written form. For example, the study of the writers craft

in quality stories can raise students awareness of what language can do,

and provide models for their own writing. Seven and eight-year old L

learners (and some even younger ones) can examine the eect that

amusing repetitious phrases or onomatopoeia have on their reading

pleasure. They can then create their own similar texts, for example, by

dictating to the teacher. (See Appendix 1 for a sample lesson sequence.)

Ten to twelve-year olds will enjoy analyzing the vocabulary or grammar

in the context of a captivating story or poem in order to make sense of theauthors meaning.

In contrast, traditional E F L materials oer few such

opportunities, and limited models for writing.

The excitement created by a good story is also likely to generate much

more pupil talk than the often rather artificial language texts. This sort

of enthusiastic talk will also result in more opportunities for receiving

feedback and for negotiating meaning, both of which are associated with

L learning. (See Appendix 2 for sample titles with their potential

language features to be exploited.)

3 Academic literacy

The teaching of subject matter through the medium of a second

language has become a fact in many countries, but for dierent reasons.

E F L learners who are expected to study some or all of the academic

Literature in primary level E LT 175content in English will need to develop more than interpersonal

communication skills and basic reading comprehension.

Krashen (1997: 21) has pointed out that To become good readers in the

second language children need to read in the primary language.


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However, studies cited by Krashen have shown that children in less

developed countries are at a disadvantage compared to children in

developed countries in terms of access to print and books. Thus, these

already disadvantaged children may have little, if any, opportunity to

read for pleasure in their first language. Moreover, the transmissionoriented, rote-learning approach to

instruction still prevailing in many

countries (despite everything that we know about learning) does not

foster the sort of cognitive language development in L that might

transfer to L. Consequently, children may be ill-prepared for the L

academic literacy required for success in the general curriculum, and so

drop out of school early, especially where no compulsory education

exists. The E F L program can help bridge the gap in the developing

countries through a syllabus that includes a rich selection of authentic,

high quality childrens literature in English, complemented with spin-o

language development activities. Ideally, some of the literature will

feature content familiar to the learners, thus making the new language

easier to learn.

Academic literacy also requires critical thinking skills, and literatureoers a natural medium through which students can be introduced to

the type of thinking and reasoning expected in academic classes. These

include looking for main points and supporting details; comparing and

contrasting; looking for causeeect relationships; evaluating evidence,

and becoming familiar with the type of language needed to express the

thinking. Also, good literature is often highly generative, allowing the

teacher to expand the themes while making use of the new language in

dierent contexts, and accommodating to student needs and interests.

(See Appendix 2 for sample themes in popular titles.)

4 Literature as a Another compelling reason for using literature in a language class is the

change agent potential power of good literature to transform, to change attitudes, andto help eradicate prejudice while fostering empathy, tolerance, and an

awareness of global problems. The power of literature in developing

empathy and tolerance is well documented in research on multicultural

literature and peace education, but so far the opportunities for

communicating these sorts of socially beneficial themes have not been

exploited in E F L programs. However, the fact remains that E F L learners

around the world could become bridge-builders across cultures.

Literature, as Bettelheim (1986) has pointed out, can promote a gradual

development of the understanding of self and the world. With this comes

insight into the behaviors and feelings of others that is necessary for

empathy, tolerance, and conflict resolution. Childrens stories present

conflict in ways that are easy for young readers to identify with, and that

enable them to empathize with characters experiencing conflicts and

diculties. Discussions about story conflict can also provide young

readers with an opportunity to discover their own solutions, thus

176 Irma K. Ghosndeveloping the skills and insights they will need when dealing with

conflict themselves (Schomberg 1993).

Multicultural literature has become a staple in E S L classes, and a rich

variety exists of folk tales and ethnic-interest stories, suitable especially


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for the North American context. However, if children learning a foreign

language are to gain insight into the target language culture, they should

read high quality contemporary fiction which shows the characters in

contexts that accurately reflect the culture of the English-speaking world

today. When selecting folk tales, for instance, one should exercise

caution and look for stories that mirror the prevailing cultural values and

traditions of a people, and avoid stories that portray outdated customs

and beliefs that may leave the young reader with impressions of funny,

weird, or even dumb.

Finally, quality literature can be used to provide vicarious experiences that

foster the development of emotional intelligence defined by Goleman

(1995), which is essential for empathy and tolerance. Emotional

intelligence is the understanding of feelings, both ones own and those of

others, and the ability to use that knowledge in making decisions in life. It

is also the ability to maintain an optimistic outlook in the face of

diculties. According to Goleman, emotional intelligence is learnt

through experience, and interaction with others. He argues that inchildhood, brain circuits are shaped by repeated emotional lessons.

Empathy, for example, can become a life-long skill through appropriate

learning experiences. Child development and the psychology of learning

research has shown that vicarious experiences can also promote learning.

High quality literature, too, seems to have the potential to provide, albeit at

one remove, the much-needed experiences that will promote emotional

intelligence. It can help the child to understand self and others better; it

demonstrates that there is always hope, and that one can overcome even

seemingly insurmountable obstacles; it can foster development of

empathy and tolerance. In the developing countries, where high quality L1

literature may not be available or easily accessible to all children, the E F Lprogram can provide the much needed literary experiences which can be

related to the learners own life experience and reality.

In the increasingly global world, language skills, intercultural awareness,

and emotional intelligence are high priorities, especially in our struggle

to create a more just and peaceful world. I have suggested that childrens

literature can provide a motivating medium through which these needs

can be addressed in the E F L class. While literature can easily be used to

supplement traditional E L T materials, it is also possible to structure an

entire course for young learners around carefully selected stories and

appropriate follow-up activities.

Revised version received November 2000

Literature in primary level E LT 177

Notes

1 Lebanon, for example, has implemented this

practice since the 1940s.

2 An example of a dierent grammar lesson can

be found in Irma Ghosn (1997) Grammar with

Lewis Carroll? Modern English Teacher 6/4:

1020.


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3 Academic literacy here refers to the academic

reading, writing, and thinking skills required

for success in the general curriculum.4 A typical example of this can be found in Giants

Bride, by Anita Stern (1994) in World Folktales.

Lincolnwood, IL: National Textbook.

References

Bassnett, S. and P. Grundy. 1993. Language through

Literature. London: Longman.

Bettelheim, B. 1986. The Uses of Enchantment. New

York: Random House, Vintage Books.

Collie, J. and S. Slater. 1987. Literature in the

Language Classroom: A resource book of ideas and

activities. Cambridge: Cambridge University Press.

Crystal, D. 1987. Child Language, Learning and

Linguistics. London: Edward Arnold.

Exton, G. and P. ORourke. 1993. K A L and real

books/ Reading schemes. Reading: 279.

Ghosn, I. 1997. E S L with childrens literature: Theway whole language worked in one kindergarten

class. The English Teaching FORUM 35/3: 1419 (29).

Goleman, D. 1995. Emotional Intelligence. New

York: Bantam Books.

Hardy, B. 1978. Narrative as the primary act of

mind in M. Meek, A.Warlow, and G.Barton (eds.).

The Cool Web: The Pattern of Childrens Reading.

New York: Atheneum.

Hill, J. 1986. Using Literature in Language Teaching.

London: Macmillan.

Krashen, S. 1997. Bridging Inequity with Books.Educational Leadership 55/4: 1822.

Machura, L. 1995. Using literature in language

teaching in C. Brumfit, J. Moon, and R. Tongue

(eds.). Teaching English to Children: From practice to

principle. Harlow: Longman.

Meek, M. 1995. The Critical Challenge of the

World in Books for Children. Childrens Literature

in Education 26/1: 522.

Schomberg, J. 1993. Messages of Peace. Book

Links 3/1: 911.

The author

Irma K. Ghosn teaches at the Lebanese American

University in Byblos, Lebanon. She holds an M.Ed.

from the University of Virginia (US A), and is

currently working towards a PhD at the University

of Leicester (UK), where her thesis topic involves

language-learning materials in the primary school

language classroom. She is one of the authors of

the new national English language textbooks for


17/18

the Lebanese Ministry of Education, and the

recipient of the 1998 Mary Finocchiaro Award for

Excellence in the Development of Pedagogical

materials from T E S O L.

Email: [email protected]

Appendix 1

Sample lesson sequence for The Doorbell Rang

(Hutchins 1986)

Intended Audience

810 years old; beginnerhigh beginner

Activating prior knowledge

Examine the title and cover art; invite students to

predict what the story will be about.

Introducing new language

While examining the cover art, introduce some of

the vocabulary of the context (kitchen; at the table;

on the table, etc.).

Read the story using the dialogue approachwhere you stop to elaborate on the illustrations

and text, providing more input and clarification;

ask students for predictions before the repetitious

refrains.

Invite choral reading.

Checking for understanding

Ask multi-level questions about the illustrations

(Is this grandma? What is there on the table?

What do you think they will do?).

Depending on their age, invite students to re-tell

the story using picture cards, flannel board, etc.Have students complete cloze exercises.

Guided practice

Discuss the storyline, relating it to students own

experiences.

Volunteers dramatize the story.

Students dictate the story (or a summary of it)

while you write their dictation on the board; use

the opportunity to draw attention to key language.

Review the dictated story; invite students to make

changes and corrections to create an opportunity

to teach revising, editing, and proofreading.

Use the student-generated text for practice

activities: jumbled sentences; cloze exercises;

addition of adjectives/adverbs; change of verb

tense, etc.

Independent practice

Encourage students to examine the authors way of

making the story interesting, and invite them to

write their own stories based on the pattern of the


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original.

Use the student-generated stories as reading and

language review material.

178 Irma K. Ghosn Literature in primary school E LT 179

Appendix 2 Titles that have proved successful in the classroom

Author Title/ Publisher Age/proficiency Themes Potential language features to be exploited

Babbit, Natalie The Something 1012 overcoming fear; similarities prepositional phrases; change in

point of

in Walker, Michael, ESL intermediate despite dierences view

Addison-Wesley, 1989

Carle, Eric The Grouchy Ladybug 610 co-operation; sharing animal vocabulary; past tense of say and

Harper Collins, 1977 beginner fly; formulaic expressions using Do you

want to ..?

Ghosn, Irma The Slow Little Snail 810 empathy; tolerance for animal vocabulary; formulaic

expressions;

Dar El-Ilm Lilmalayin, beginner dierences; animals past tense of ask; synonyms for answer

1999

Hutchins, Pat Rosies Walk 68 barnyard animals prepositionsPenguin, Pun Books, beginner

1968

Hutchins, Pat The Doorbell Rang 810 sharing; math family vocabulary; past tense of say and

Scholastic, beginner ring; amusingly predictable repetition of

1986 high beginner phrases; as good as/ like

Slobodkina, Esphyr Caps for Sale 810 problem solving Past tense of look, shake; color words

Harper Trophy, beginner (excellent for TPR!)

1987 (original 1940) high beginner

Viorst, Judith Alexander and the Terrible, 812 disappointment; empathy 1st person narrative; simple

past tense;

Horrible, No Good, Very Bad Day high beginner repetitious, predictable refrain; It was goingAladdin Books, Macmillan, 1972 to be. ; synonyms for bad

Zolotov, Charlotte Williams Doll 812 dreams and desires; tolerance simple past tense of several verbs;

would

Harper, 1972 intermediate for diversity; (stereotyping)

For ideas on how to generate language activities from any story while respecting the story as such and

not picking it apart,

see Ghosn, Irma. 1999. Caring Kids: Social responsibility through Literature. Teachers Guide. Beirut: Dar

El-Ilm Lilmalayin.

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