Tema 16 Literatura Inglesa En Primaria

TOPIC 16
First of all, it should be said that to have a good command of a language, we need to develop different abilities. When teaching a foreign language like English, four major skills are taken into account to be developed in the classroom. In this sense, we focus on children´s stories help our students develop both linguistic and communicative competence.

It is clear that we need tointegrate all of these skills in our lessons, trying to get a good balance so that our pupils can improve their English. Therefore, the main goal is to develop our pupils’ communicative competence so they can use Literature about personal issues or about specific information with someone else. Simply with learning and repeating words they will not be communicative competent. As the Organic Law2/2006 3rd May, states, our pupils will develop reading habits progressively and develop listening strategies that will facilitate the listening comprehension. In fact, The Royal Decree 1513/2006, 7th December, which sets the Minimum Contents requirements for Primary Education and the Order 9th May 2007, which establishes the Aragonese Curriculum for Primary Education considers Literature anessential tool to establish a daily reading time not shorter than 30 minutes in every Primary level..The same Decree says: This area collaborates in the development of the cultural and aritistic competence throught the introduction of literary texts and models , adapted to the level .

In the same way, the Council of Europe and the Common European Framework of Reference for Languages (CEFRFs),consider that Literature in a second foreign language is essential as well as developing a Basic Competences approach so that our students will be able to succeed in having more opportunities as European citizens.

At the same time, this topic is very much related to others in this exam, numbers 1 and 2, which deal with language as communication, and verbal and non-verbal communication,respectively. Topics 7 and 8 also deal with communication and language skills: and 14 (methods and techniques of Foreign Language Teaching related to the acquisition of communicative competence).




To start with , it is important to mention how Children´s literature has been traditionally considered as a second genre.Nevertheless , children´s stories are the first literary texts we face in ourlives.The general aim of our approach to the teaching of literature is to let our pupils derive the benefits of communicative activities for language development within the context of suitable works of literature.In addition literature helps maintain our pupils´ interest and involvement by using a wide –range of pupil centred activities.

Our main interest in literature is not only thequality of the language used by also the analysis of the world that the literature piece involves. It represents a rich experience that allows the reader to observe the world from a new point of view.

This type of literature is a recent phenomenon, having emerged as a distinct and independent form only in the second half of the eighteenth century due to both , economic and social factors.Literature in England.

English literature had been the first literature of this kind studied and classified and for that reason is included in many histories of worldwide literature.Now I am going to show you a brief

We find the first examples in the 16th century and they are the called “ Hornbooks “to learn alphabet ,and the” Chopbooks” which contains short stories for children.When the Puritanism invaded England the books´ main aim was to educate and to exert some moral influence on the people. The best example is John Bunyan´s The Pilgrims ´ Progress.

On the other hand John Locke´s theories were very important because He considered the educative process as a game. The child may not be forced to learn , even learning to read had to be a game for them....