Table of contents
1 Why do we have to teach literature?
1.1 Tasks of literature: Cultural Enrichment, Language Enrichment, Personal Involvement
1.2 Teaching fiction in school
1.3 Criteria for text selection
2 The phenomenon „Harry Potter“
2.1 Task proposals to teach „Harry Potter“
3 Reading activities
3.1 Pre-reading activities
3.2 While-reading activities
3.3 Post-reading activities
4 Conclusion about teaching Harry Potter
5 5. Bibliography
5.1 Book sources
5.2 Internet sources
Table of Contents
- 1 Why do we have to teach literature?
- 1.1 Tasks of literature: Cultural Enrichment, Language Enrichment, Personal Involvement
- 1.2 Teaching fiction in school
- 1.3 Criteria for text selection
- 2 The phenomenon "Harry Potter"
- 2.1 Task proposals to teach „Harry Potter”
- 3 Reading activities
- 3.1 Pre-reading activities
- 3.2 While-reading activities
- 3.3 Post-reading activities
- 4 Conclusion about teaching Harry Potter
Objectives and Key Themes
The main objective of this paper is to explore the rationale behind teaching literature in foreign language classrooms, specifically focusing on the use of J.K. Rowling's "Harry Potter - the Philosopher's Stone" as a teaching resource. The paper examines various pedagogical approaches and proposes practical reading activities to enhance student learning and engagement.
- The importance of teaching literature in foreign language education.
- Different models for teaching literature (cultural, linguistic, personal growth).
- The suitability of "Harry Potter" as a literary text for teaching English.
- Effective strategies and activities for teaching fiction.
- The role of literature in fostering cultural understanding, language acquisition, and personal development.
Chapter Summaries
1 Why do we have to teach literature?: This chapter explores the fundamental reasons for incorporating literature into foreign language education. It introduces three primary models: the cultural model, emphasizing literature's role in conveying cultural values and understanding; the language model, highlighting its contribution to language development and appreciation; and the personal growth model, focusing on its capacity to foster empathy and individual development. The chapter distinguishes between the academic study of literature and its use as a resource for personal growth and emphasizes the latter's importance in the context of English language classrooms. It argues that authentic literary texts, unlike those specifically designed for teaching purposes, offer richer engagement and opportunities for personal connection and reflection, fostering a deeper appreciation and understanding of the language and culture.
2 The phenomenon "Harry Potter": This section delves into the specific case of J.K. Rowling’s "Harry Potter and the Philosopher's Stone" as a suitable text for English language instruction. It examines why this particular book is uniquely well-suited for promoting engagement and learning within a classroom setting, discussing its themes, accessibility, and potential for diverse pedagogical applications. This would likely include an analysis of the book's popularity and its relevance to young learners. The chapter builds upon the previous discussion of the benefits of using "authentic" texts in language education.
3 Reading activities: This chapter outlines a series of pre-reading, while-reading, and post-reading activities designed to enhance students' engagement with and comprehension of "Harry Potter." The activities likely span diverse methodologies, encouraging active participation and critical thinking skills. Specific examples of the suggested activities would be described, and their alignment with the three models presented earlier would be discussed. The chapter’s focus is on transforming passive reading into an active, interactive process that allows for individual student engagement.
Keywords
Literature in English as a Foreign Language (EFL) education, teaching fiction, J.K. Rowling's "Harry Potter," cultural model, language model, personal growth model, authentic texts, reading activities, pre-reading, while-reading, post-reading, pedagogical approaches, learner engagement, cultural understanding, language acquisition, personal development, empathy.
Frequently Asked Questions: A Comprehensive Guide to Teaching Literature with "Harry Potter"
What is the main objective of this paper?
The primary goal is to explore the reasons for teaching literature in foreign language classrooms, using J.K. Rowling's "Harry Potter - the Philosopher's Stone" as a case study. It examines teaching approaches and suggests practical reading activities to boost student engagement and learning.
Why teach literature in foreign language classes?
The paper highlights three key models: the cultural model (understanding cultural values), the language model (developing language skills), and the personal growth model (fostering empathy and individual development). It emphasizes the benefits of using authentic literary texts for richer engagement and deeper understanding.
What are the key themes explored in the paper?
The paper examines the importance of teaching literature in foreign language education, different models for teaching literature, the suitability of "Harry Potter" as a teaching tool, effective teaching strategies for fiction, and the role of literature in fostering cultural understanding, language acquisition, and personal development.
Why is "Harry Potter" suitable for teaching English?
The paper argues that "Harry Potter" is particularly well-suited due to its engaging themes, accessibility, and potential for diverse pedagogical applications. Its popularity and relevance to young learners are also discussed.
What types of reading activities are suggested?
The paper outlines pre-reading, while-reading, and post-reading activities to enhance student engagement and comprehension. These activities are designed to encourage active participation and critical thinking, transforming passive reading into an active, interactive process.
What are the chapter summaries?
Chapter 1 explores the reasons for teaching literature, introducing three models: cultural, linguistic, and personal growth. Chapter 2 focuses on "Harry Potter" as a teaching resource, discussing its suitability and potential. Chapter 3 details pre-reading, while-reading, and post-reading activities to enhance student engagement.
What are the key words associated with this paper?
Key terms include: Literature in English as a Foreign Language (EFL) education, teaching fiction, J.K. Rowling's "Harry Potter," cultural model, language model, personal growth model, authentic texts, reading activities, pre-reading, while-reading, post-reading, pedagogical approaches, learner engagement, cultural understanding, language acquisition, personal development, and empathy.
What is the overall structure of the provided document?
The document provides a comprehensive preview, including a table of contents, objectives and key themes, chapter summaries, and keywords, designed to give a clear overview of the paper's content and focus.
- Quote paper
- Jeannette Nedoma (Author), Rebecca Elisabeth Meyer (Author), 2007, "Harry Potter and the Philosopher's Stone". Teaching Literature in the English Classroom, Munich, GRIN Verlag, https://www.grin.com/document/111218
