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: Physical volcanology and future volcanic risk from Te Maari Craters, Tongariro

authors: Basher, Ruth

abstract: The Te Maari Craters on the northern side of the Tongariro Cone Complex represent one of at least seven vent systems that have been active on Tongariro since the last glacial maximum. Activity at Te Maari had begun by at least 14 ka and has continued through historic times, making it one of the most long-lived of the young eruptives on Tongariro. The older lower crater is a wide (500 m), inclined, flat-floored structure up to 60 m deep, which exposes multiple layers of jointed andesite lava. The morphology of this structure implies some shallow collapse probably associated with withdrawal of a shallow magma chamber. The upper crater is a steep-sided, funnel-shaped feature constructed from weakly consolidated, very coarse, monolithic andesite breccia, and is largely the product of explosive eruptions through a pre-existing fan of thick, very coarse auto·breccia.
The most recent lava flow (probably around 1500 AD) and explosive ash eruptions (notably in 1892 and 1896) have been sourced from this upper crater. There are 4 older northern lava flows sourced from vents in the vicinity of the craters. From historic observations and analysis of the erupted products in the field, the typical eruptive style of these craters range from phreatic - phreatomagmatic to vulcanian. There is no evidence for more explosive subplinian eruptions from the Te Maari crater system.

The explosive eruption of 1896 was of sufficient intensity to disperse ash at least as far as the Hawkes Bay, and up to 50 mm of ash accumulated on the Desert Road. A repeat of this eruption today would cause severe disruption to agriculture and forestry operations, as well as critical transport and utility networks in the central North Island. The Tongariro Power Scheme would also be affected, as ash fall over Lake Rotoaira would cause damage to hydroelectric power facilities. A lava flow from these craters today on the scale of the 1500 AD flow would also have a major impact on transport networks if it reaches the State Highway, and outgassing would cause local acid rain and health problems in nearby communities such as Turangi and Taumarunui. The location of these craters close to the boundary of the national park also presents a unique hazard, as it would be difficult to prevent members of the public from gaining access to the area following an eruption and endangering their lives through curiosity.

Recent seismicity beneath the craters is a reminder that further eruptions are likely from the Te Maari system. Work on these craters to characterise the mechanisms, timing and magnitudes of typical eruptive activity contributes valuable information in the assessment of the probability and impacts of future eruptions.

text: Physical volcanology and future volcanic risk from Te Maari Craters, Tongariro The Te Maari Craters on the northern side of the Tongariro Cone Complex represent one of at least seven vent systems that have been active on Tongariro since the last glacial maximum. Activity at Te Maari had begun by at least 14 ka and has continued through historic times, making it one of the most long-lived of the young eruptives on Tongariro. The older lower crater is a wide (500 m), inclined, flat-floored structure up to 60 m deep, which exposes multiple layers of jointed andesite lava. The morphology of this structure implies some shallow collapse probably associated with withdrawal of a shallow magma chamber. The upper crater is a steep-sided, funnel-shaped feature constructed from weakly consolidated, very coarse, monolithic andesite breccia, and is largely the product of explosive eruptions through a pre-existing fan of thick, very coarse auto·breccia.
The most recent lava flow (probably around 1500 AD) and explosive ash eruptions (notably in 1892 and 1896) have been sourced from this upper crater. There are 4 older northern lava flows sourced from vents in the vicinity of the craters. From historic observations and analysis of the erupted products in the field, the typical eruptive style of these craters range from phreatic - phreatomagmatic to vulcanian. There is no evidence for more explosive subplinian eruptions from the Te Maari crater system.

The explosive eruption of 1896 was of sufficient intensity to disperse ash at least as far as the Hawkes Bay, and up to 50 mm of ash accumulated on the Desert Road. A repeat of this eruption today would cause severe disruption to agriculture and forestry operations, as well as critical transport and utility networks in the central North Island. The Tongariro Power Scheme would also be affected, as ash fall over Lake Rotoaira would cause damage to hydroelectric power facilities. A lava flow from these craters today on the scale of the 1500 AD flow would also have a major impact on transport networks if it reaches the State Highway, and outgassing would cause local acid rain and health problems in nearby communities such as Turangi and Taumarunui. The location of these craters close to the boundary of the national park also presents a unique hazard, as it would be difficult to prevent members of the public from gaining access to the area following an eruption and endangering their lives through curiosity.

Recent seismicity beneath the craters is a reminder that further eruptions are likely from the Te Maari system. Work on these craters to characterise the mechanisms, timing and magnitudes of typical eruptive activity contributes valuable information in the assessment of the probability and impacts of future eruptions.

year: 2005

title: Whanaungatanga: an illustration of the importance of cultural context

authors: McNatty, William

subjects: Te reo Māori

abstract: The word 'whanaungatanga' is often used by people who lack an intimate understanding of the philosophical base in Māori culture out of which it emerges. Thus, it is sometimes used simply to describe the camaraderie that can be associated with team sports or with reference to the 'glue' that connects people to one another socially. This is not necessarily a problem in itself. After all, change and development in the lexicon is a characteristic of living languages. However, real problems can emerge where words become divorced from their cultural roots to such an extent that two speakers using the same word can completely fail to understand one another. It is argued here that this is what can happen when Māori words, such as 'whanaungatanga', are used in the context of modelling in the social sciences, particularly where that modelling is conducted in the context of Western social and cultural values. In particular, the essential spiritual dimension of whanaungatanga may be overlooked or misunderstood.

text: Whanaungatanga: an illustration of the importance of cultural context The word 'whanaungatanga' is often used by people who lack an intimate understanding of the philosophical base in Māori culture out of which it emerges. Thus, it is sometimes used simply to describe the camaraderie that can be associated with team sports or with reference to the 'glue' that connects people to one another socially. This is not necessarily a problem in itself. After all, change and development in the lexicon is a characteristic of living languages. However, real problems can emerge where words become divorced from their cultural roots to such an extent that two speakers using the same word can completely fail to understand one another. It is argued here that this is what can happen when Māori words, such as 'whanaungatanga', are used in the context of modelling in the social sciences, particularly where that modelling is conducted in the context of Western social and cultural values. In particular, the essential spiritual dimension of whanaungatanga may be overlooked or misunderstood.

year: 2002-02