Related Papers
English Didactics in Norway
14. PhD revisited: Content in Nordic pupil narratives in instructed EFL
Annelise Larsen
Konstruiranje pomena pri interakciji s slikanicami
2012 •
Reka Lugossy
This qualitative study describes and analyses young language learners’ spontaneous comments while sharing picture books during EFL sessions. It also explores teachers’ responses to learners’ comments, and considers reasons teachers may choose to ignore children’s talk in their first language (L1). Data were collected from young Hungarian learners (ages 5–12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talk in negotiating meaning in the foreign language and in developing literacy. (DIPF/Orig.
Ceps Journal
Constructing meaning in interaction through picture books
2012 •
Reka Lugossy
“She was really the man she pretended to be”: Change of Sex in Folk Narratives
2016 •
Psyche Ready
International Companion Encyclopedia of Children's Literature
2004 •
Maissaa Naji
This book is about children’s literature – but that term is far from simple: children’s literature is (among many other things) a body of texts (in the widest senses of that word), an academic discipline, an educational and social tool, an international business and a cultural phenomenon.
2016 •
Roberta Gefter Wondrich
Reyes Torres, A.; Villacañas de Castro, L. S. ; Soler Pardo, B. (2012). (Eds.), Proceedings of the I International Conference: Teaching Literature in English for Young Learners
2012 •
Luis S. Villacañas de Castro, Agustín Reyes-Torres
Mouth to Mouth: Storytelling and Desire in Contemporary Fairy-Tale Fiction and Film
2010 •
Jennifer Orme
This dissertation contributes to scholarship on contemporary fairy-tale fiction and film by looking at the figures of the storyteller and listener and the act of storytelling itself in a range of texts produced or translated into English within the last thirty years. My focus texts include the television mini-series Arabian Nights (1999); the feature length film Pan’s Labyrinth (2006); the collection Kissing the Witch: Old Tales in New Skins by Emma Donoghue (1997); and the embedded cycle of stories ―The Story of the Twelve Dancing Princesses‖ in Jeanette Winterson‘s novel Sexing the Cherry (1989). All of these texts thematize the act of narration in a variety of ways and to various ends. I consider how the relationship of narrator and listener is played out in relation to gendered and sexual subjectivity and the desires that the tales inscribe. I ask how each of these texts engages with normative and queer desires, and how these desires are represented and narratively produced through an exploration of the textual dynamics of metanarrational comment, narrative framing, and narrative authority. In the first half of the dissertation I examine the dynamics of narrative authority in two cinematic engagements with the fairy tale. These chapters take the cinematic narrator into account as a prime mover in directing the ways narrative authority flows. I contend that in both cases narrative authority is related to gender and political and familial hierarchies. The second half of my dissertation explores narrative and sexual desire from a perspective that allows for a broader understanding of how hetero-normative and non-normative subjects are textually produced both thematically and formally. I demonstrate a reading practice that seeks ―queer possibility‖ and emphasizes flexibility and epistemological constructs rather than the ontological status of a text as either inherently queer or straight.
Acta Didactica Norge
Extensive reading in primary school EFL
Hege Emma Rimmereide
Reading in the English subject in both primary and secondary school often involves studying course book texts in detail. Therefore, pupils are rarely exposed to longer texts which require reading for meaning, a skill needed in higher education and working life. With the right reading material, extensive reading (ER) should start already in primary school. This article reports on a study of primary school pupils from three different schools and their perceptions of an extensive reading and writing project, as well as their responses to the reading material offered. The study was designed to address the following research questions:1. Which types of reading material appeal to the pupils in the study?2. What is the role of gender in the pupils’ evaluation of the reading material?3. Are there differences between the pupils’ evaluation of the reading material offered, depending on their previous academic achievement?4. What are the pupils’ attitudes towards (extensive) reading?Two sets o...
Clarice Lispector and the writing of childhood
Antoneli Matos Belli Sinder
