Teaching Literature In and Outside of the Classroom

Kalamees-Ruubel, Katrin; Läänemets, Urve

doi:10.1016/j.sbspro.2012.06.558

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…In a multicultural society, the context of the content is crucial in creating an awareness of ideological constructs and their attendant influences on young learners (Radhika and Sandhya, 2009;Vengadasamy, 2011;Kalamees-Ruubel and Läänemets, 2012;Ramesh and Talif, 2013). Besides this, using a Eurocentric yardstick is merely a struggle between tokenism and embracing differences (Radhika and Sandhya, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Besides this, using a Eurocentric yardstick is merely a struggle between tokenism and embracing differences (Radhika and Sandhya, 2009). These contentions along with the marginalisation of literatures and declining reading habits have contributed to the lack of communication which can be a contributing factor to social discord in a pluralistic society (Kalamees-Ruubel and Läänemets, 2012). Such arguments underscore the ways in which literature is an important communicator of signifiers of ethnic identity as well as inter-ethnic understanding and misunderstanding, depending on the sensitivity given to text selection, the role of text selection and the syllabi.…”

Section: Introductionmentioning

confidence: 99%

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The Marginalisation of Malaysian Texts in the English Language Curriculum and Its Impact on Social Cohesion in Malaysian Classrooms

Pillai¹,

Menon

Vengadasamy³

2016

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Marginalisation of Malaysian Texts in the English Language Curriculum and Its Impact on Social Cohesion in Malaysian Classrooms

Pillai¹,

Menon

Vengadasamy³

2016

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“…Recent studies have shown that students expect teachers to demonstrate and explain the relationships between school subjects and their real-life applications. For example, students valued highly the use of common language concepts and cultural knowledge (Läänemets, et al, 2012, Sepp, 2014. The use of the hidden curriculum in a particular society (e.g.…”

Section: Linguo-didactics and Integrated Language Subjects In The Est...mentioning

confidence: 99%

“…the influence of English) and extracurricular activities can support meaningful learning, especially language learning, if one makes use of media and organised cultural events as learning environments. Despite the progress of ICT, it is well understood that computerbased learning has to be balanced with other forms of study in which teachers intellectual skills are of crucial importance (Kalamees & Läänemets, 2012). Moreover, in order to develop students´ wider comprehension of different environments (especially social and cultural), the process of learning literature and languages should be varied, which also provides more opportunities to accommodate students with different learning styles and capacities.…”

Section: Linguo-didactics and Integrated Language Subjects In The Est...mentioning

confidence: 99%

Integrated Language Learning in Estonian National Curricula (Nc) for General Comprehensive Schools

Läänemets

Kalamees-Ruubel

2016

SIE

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Multiple language skills have become a critical issue in the globalised world. The EU education strategy 2020 document includes mother tongue and two foreign languages among its key competencies to be achieved. To promote learning with comprehension, an integrated approach to curriculum design can be taken, including a cycle of language subjects that makes use of both the manifest and hidden curricula as well as different learning environments. The 21st century approach to education requires from all school staff not only technical but considerable intellectual competence. Language learning is expected to meet the regional and local demand for particular language skills, which is determined by regular monitoring according to functional styles.

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Using Readers’ Theater for Building Students’ Motivation in Learning Literature

Yusnilita¹,

Mujiyanto²,

Saleh³

et al. 2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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The traditional literature classroom emphasized on understanding printed page of the text. It was hard for students to understand the feelings and thoughts of a literary character. Today's Readers Theatre provides the students with the most imaginative instructional techniques available to see, hear, and feel literature in classroom performance. This study aimed to investigate that Readers' Theater able to increased students' interest and motivation in learning literature. Readers' Theater gave the students chance to read a text creatively. They could use their voice to express what the story about. This strategy may build their confidence in reading. The study was conducted twenty two students and two teachers who teaching reading in University of Baturaja. Quantitative data from the result of questionnaire showed that Readers' Theater increased students interest and motivation in learning literature. It could be seen from the mean score (4.50) of questionnaire in item 7 and 8 showed students' interest and motivation in learning literature increased after implementing Readers' Theater. Creative learning in Readers' Theater like bringing out the character in live, read aloud, and expressing the story gave the students experience in learning and made them more interesting and motivating in learning literature. In sum, learning literature can have beneficial effects upon the whole language learning process, as long as the reader is wellmotivated, and as long as the experience of engaging with literature is kept sufficiently interesting. The choice of a literary work holds an important role in facilitating the reader establishes with the text.

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Teaching Literature In and Outside of the Classroom

Cited by 3 publications

References 6 publications

The Marginalisation of Malaysian Texts in the English Language Curriculum and Its Impact on Social Cohesion in Malaysian Classrooms

The Marginalisation of Malaysian Texts in the English Language Curriculum and Its Impact on Social Cohesion in Malaysian Classrooms

Integrated Language Learning in Estonian National Curricula (Nc) for General Comprehensive Schools

Using Readers’ Theater for Building Students’ Motivation in Learning Literature

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