title: The Role of Children's Literature in the Teaching of English to Young Learners in Taiwan

authors: Yu Chang, Jui-Fang

subjects: role of children's literature

abstract: Teachers of young learners of English in Taiwan are often encouraged to use children's literature in their teaching. My overall aims in this research project were to find out:

 	whether there is any agreement about the meaning of the term 'children's literature', particularly among those who recommend its use in the teaching of English to young learners in Taiwan;
 	what types of teaching materials and resources teachers of English to young learners in Taiwan claim to use and to value, and what types of teaching materials and resources they actually use, and how they use them;
 	how a sample of textbooks, guided readers and popular children's literature commonly used by teachers of young learners in Taiwan rate when considered in relation to a range of criteria derived from a critical review of writing on children's literature and, in particular, 'good' children's literature.

There is considerable disagreement about what constitutes children's literature and, in particular, 'good' children's literature. Furthermore, although many writers claim that children's literature, particularly narrative, can contribute to children's social, cognitive and linguistic development, very little appears to have been written about the problems that can be associated with using literature designed for first language speakers in the foreign language classroom (Chapter 2). 

Although over half of respondents to a questionnaire for teachers of young learners in Taiwan (256 returns) indicated that they used story books in their classes at least once a week, some indicated that they never used them (Chapter 3). Furthermore, in 23 observed lessons taught in primary schools in Taiwan, children's literature featured only once. On that occasion, the book selected was used as supplementary material. It was not thematically linked to the main part of the lesson. Analysis of its language revealed considerable linguistic complexity, something that helped to explain the lack of any positive learner response to it. Although every one of 10 observed lessons taught to children (aged 7 on average) in a cram school in Taiwan made use of children's literature in some form, the difficulties the teacher and the learners had in relation to the texts seemed to outweigh any advantages associated with their inclusion (Chapter 4).

A sample of texts from English textbooks commonly used in Taiwan was analyzed and found to be largely made up of artificial dialogue snippets that had no genuine communicative purpose or imaginative interest (Chapter 5). A sample of graded readers commonly used in Taiwanese primary schools (designed primarily for speakers of English as a first language) was found to be culturally and linguistically inappropriate, the language being stilted and often, from the perspective of young learners in Asia, extremely complex, and the content being dated and often confusing (Chapter 6). The analysis of a sample of children's literature that is very popular in Taiwan also revealed problems relating to the level and complexity of the language (Chapter 7). 

My overall conclusion (Chapter 8) is that the use of literature designed primarily for first language speakers of English in teaching English to young learners may have little positive impact on learning, particularly where it is selected and used inappropriately. Nevertheless, there is much that those who design materials for use in language teaching, in Taiwan and elsewhere, can learn from children's literature.

text: The Role of Children's Literature in the Teaching of English to Young Learners in Taiwan Teachers of young learners of English in Taiwan are often encouraged to use children's literature in their teaching. My overall aims in this research project were to find out:

 	whether there is any agreement about the meaning of the term 'children's literature', particularly among those who recommend its use in the teaching of English to young learners in Taiwan;
 	what types of teaching materials and resources teachers of English to young learners in Taiwan claim to use and to value, and what types of teaching materials and resources they actually use, and how they use them;
 	how a sample of textbooks, guided readers and popular children's literature commonly used by teachers of young learners in Taiwan rate when considered in relation to a range of criteria derived from a critical review of writing on children's literature and, in particular, 'good' children's literature.

There is considerable disagreement about what constitutes children's literature and, in particular, 'good' children's literature. Furthermore, although many writers claim that children's literature, particularly narrative, can contribute to children's social, cognitive and linguistic development, very little appears to have been written about the problems that can be associated with using literature designed for first language speakers in the foreign language classroom (Chapter 2). 

Although over half of respondents to a questionnaire for teachers of young learners in Taiwan (256 returns) indicated that they used story books in their classes at least once a week, some indicated that they never used them (Chapter 3). Furthermore, in 23 observed lessons taught in primary schools in Taiwan, children's literature featured only once. On that occasion, the book selected was used as supplementary material. It was not thematically linked to the main part of the lesson. Analysis of its language revealed considerable linguistic complexity, something that helped to explain the lack of any positive learner response to it. Although every one of 10 observed lessons taught to children (aged 7 on average) in a cram school in Taiwan made use of children's literature in some form, the difficulties the teacher and the learners had in relation to the texts seemed to outweigh any advantages associated with their inclusion (Chapter 4).

A sample of texts from English textbooks commonly used in Taiwan was analyzed and found to be largely made up of artificial dialogue snippets that had no genuine communicative purpose or imaginative interest (Chapter 5). A sample of graded readers commonly used in Taiwanese primary schools (designed primarily for speakers of English as a first language) was found to be culturally and linguistically inappropriate, the language being stilted and often, from the perspective of young learners in Asia, extremely complex, and the content being dated and often confusing (Chapter 6). The analysis of a sample of children's literature that is very popular in Taiwan also revealed problems relating to the level and complexity of the language (Chapter 7). 

My overall conclusion (Chapter 8) is that the use of literature designed primarily for first language speakers of English in teaching English to young learners may have little positive impact on learning, particularly where it is selected and used inappropriately. Nevertheless, there is much that those who design materials for use in language teaching, in Taiwan and elsewhere, can learn from children's literature.

year: 2007

title: Alternative Communities in Aotearoa, New Zealand: The Cohousing Lifestyle

authors: Dod, Abha

subjects: community

abstract: In this research, I aimed to explore the benefits and challenges of living in a cohousing community, as a form of intentional community. I also aimed to investigate the impact of intentional design on the experience of living within the cohousing model of community. Information was gathered from fourteen residents of Earthsong Eco-Neighbourhood, both current and past, via interviews. The analysis revealed that the lifestyle within cohousing communities produced a positive experience of collective living, accompanied by specific benefits and challenges, as expressed by residents of Earthsong. The primary benefits of living in cohousing included social connection/support, shared facilities and responsibilities, and environmental design. The associated challenges included the management of interpersonal relationships, community decision-making, and practicality of design features. The unique design of cohousing influenced social, economic, and environmental aspects of day to day living. This impacted the experience of living in cohousing as residents consciously engaged in sustainable living practices. In support of theoretical explanations of intentional community, residents of Earthsong expressed positive experiences of living in cohousing. They believed that the environment was supportive, cooperative, and enjoyable. The community design was seen to impact the experience of cohousing as the focus placed on social connections allowed for the sharing of support and resources. In turn, a safe and cohesive neighbourhood made day to day life easier and enjoyable for residents of Earthsong. This study highlighted the social, economic, and environmental benefits and challenges of intentional community design.

text: Alternative Communities in Aotearoa, New Zealand: The Cohousing Lifestyle In this research, I aimed to explore the benefits and challenges of living in a cohousing community, as a form of intentional community. I also aimed to investigate the impact of intentional design on the experience of living within the cohousing model of community. Information was gathered from fourteen residents of Earthsong Eco-Neighbourhood, both current and past, via interviews. The analysis revealed that the lifestyle within cohousing communities produced a positive experience of collective living, accompanied by specific benefits and challenges, as expressed by residents of Earthsong. The primary benefits of living in cohousing included social connection/support, shared facilities and responsibilities, and environmental design. The associated challenges included the management of interpersonal relationships, community decision-making, and practicality of design features. The unique design of cohousing influenced social, economic, and environmental aspects of day to day living. This impacted the experience of living in cohousing as residents consciously engaged in sustainable living practices. In support of theoretical explanations of intentional community, residents of Earthsong expressed positive experiences of living in cohousing. They believed that the environment was supportive, cooperative, and enjoyable. The community design was seen to impact the experience of cohousing as the focus placed on social connections allowed for the sharing of support and resources. In turn, a safe and cohesive neighbourhood made day to day life easier and enjoyable for residents of Earthsong. This study highlighted the social, economic, and environmental benefits and challenges of intentional community design.

year: 2013

title: Kua Tupu Te Pā Harakeke: Developing Healthy Whānau Relationships

authors: Pihama, Leonie

abstract: We have opened this chapter with our ‘pēpeha’. Pēpeha are ways through which our people introduce ourselves. These vary from tribe to tribe. The essence of pēpeha is that they link us to our tribes and all associated with that. Our mountains, our rivers, our canoes, our ancestral lines. It links us to each other. It places us, as Māori, within a wider collective consciousness and relationships. It is important to highlight that the term ‘Māori’ is a term that brings us as tribal peoples together. It is a term that our people have chosen to use as a means of unifying ourselves in the wake of the arrival of our colonizers. Prior to colonization all identification was done through our whānau (extended family structure), hapū (subtribes) or iwi (tribes). The term Māori means to be ‘normal’ or ‘pure’, as such it is a fitting term for an Indigenous People. We have, however, also been active in maintaining our hapū and iwi identities and it is through pēpeha that we can culturally share that identity with each other. Our people have been doing this for generations. And in spite of colonization seeking to undermine our cultural identity, many of us continue to do this.

text: Kua Tupu Te Pā Harakeke: Developing Healthy Whānau Relationships We have opened this chapter with our ‘pēpeha’. Pēpeha are ways through which our people introduce ourselves. These vary from tribe to tribe. The essence of pēpeha is that they link us to our tribes and all associated with that. Our mountains, our rivers, our canoes, our ancestral lines. It links us to each other. It places us, as Māori, within a wider collective consciousness and relationships. It is important to highlight that the term ‘Māori’ is a term that brings us as tribal peoples together. It is a term that our people have chosen to use as a means of unifying ourselves in the wake of the arrival of our colonizers. Prior to colonization all identification was done through our whānau (extended family structure), hapū (subtribes) or iwi (tribes). The term Māori means to be ‘normal’ or ‘pure’, as such it is a fitting term for an Indigenous People. We have, however, also been active in maintaining our hapū and iwi identities and it is through pēpeha that we can culturally share that identity with each other. Our people have been doing this for generations. And in spite of colonization seeking to undermine our cultural identity, many of us continue to do this.

year: 2012