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In addition to its official readership—children—it has to be approved of by adults. Writers for children, explains Zohar Shavit, are constrained to respond to these multiple systems of often mutually contradictory demands. Most writers do not try to bypass these constraints, but accept them as a framework for their work. In the most extreme cases an author may ignore one segment of the readership.

If the adult reader is ignored, the writer risks rejection, as is the case of popular literature. If the writer utilizes the child as a pseudo addressee in order to appeal to an adult audience, the result can be what Shavit terms an ambivalent work. Get A Copy. Hardcover , pages. Published January by University of Georgia Press. More Details Original Title. Other Editions 3. Friend Reviews. To see what your friends thought of this book, please sign up.

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Children’s Literature and Culture – Department of English

More filters. Sort order. Start your review of Poetics of Children's Literature. Jan 27, Stacy rated it liked it Recommended to Stacy by: library stumbling. Shavit will require a second more thorough reading for me to fully internalize the concepts. I appreciate the aesthetic approach to children's literature and imagine this work having a place in my dissertation. Great bibliography that enhanced my "to-read" list.

See Notes. Mariana Nagaty rated it it was amazing Jul 25, Fatbirdsdontfly rated it it was ok Mar 06, Mia Oosthuizen rated it it was amazing May 21, Emanuel rated it really liked it May 29, Jenny rated it liked it Nov 14, Cybelle rated it it was amazing May 17, Deborah Rees rated it it was ok Sep 18, Isabel Ibaceta rated it really liked it Jul 21, Ophelia rated it liked it Feb 20, Laura Jones rated it really liked it Jan 22, Aida rated it liked it Mar 04, Mariska rated it liked it Feb 08, Ninsie rated it really liked it Feb 11, Heather Clitheroe rated it really liked it Sep 30, The students were also asked to discuss their ideas about the illustrations that accompanied each poem.

The students found the illustrations funny and many said that the drawings in the book helped them to understand the poem better. Finally, the students were asked to create poems based on the ones they had read. They also had to illustrate them. At first, the students were reluctant to do the activity because they were afraid of writing in English. However, despite their initial refusal, they ended up getting involved and producing their own poems.

Stories For Children, Histories of Childhood. Volume II

They would often call the teacher over to help them find the correct words to use. Figure 1. Group production — young learners from a Brazilian public school [End of Page 51].

This was a puzzle for the readers in the class until the group explained that one of the students fondly remembered this object from his childhood. Because of this sentimental memory, the duck became part of their poem.

Children's literature

Thus this reader responded in a very personal way and added the duck not only to the poem, but to the drawing of a pool which has a child and a rubber duck. Figure 2. Group production — young learners from a Brazilian public school. At this level, the learners are only familiar with the present simple tense. Our students were able to read a text in English, engage in an intercultural dialogue both with the written text and the drawings by Shel Silverstein and create their own languaculture in order to properly respond to the text and task at hand see Risager, Rouse was also well-known for his retelling of ancient tales for children.

It is relevant to mention that Brazil has been going through a difficult moment in politics since August when President Dilma Rousseff was impeached and the vice president, Michel Temer, became President. He has since been accused of participating in corruption scandals involving money laundering and racketeering. It is considered to be one of the biggest corruption scandals in Brazilian history. Due to this scenario, topics such as justice and honesty are extremely pertinent for use in the classroom. Below we present our experience using this text in with a group of twenty 8 th grade students of a Brazilian public school.

http://xn--cqvt9zr8bf5g51ggqd.com/includes/umatilla/roller-coaster-tycoon-mac-free-full.php These students were and year-olds. The group was heterogeneous, with some learners having achieved an intermediate level of proficiency, but with others at a basic level of proficiency.


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The students at this level speak more English in class than in previous years but sometimes the students or even the teacher use Portuguese in order to be understood. The friend sells the plough and keeps the money. The cheated friend decides to bide his time. The next day, he takes the son of the friend that lied about the plough out for a walk. On returning, the child is not to be seen and the father is told that a hawk carried off the child.

In order to solve this conflict, they go to court. The judge, hearing the story, understands what has happened and resolves the conflict. Then his son was brought back safe to him again. Figure 3. As a warmer, pictures were projected of three ploughs.

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The first image was that of a manual plough that would be pushed by a person. When the first image was shown, the students did not recognize it and this caused some discussion and speculation as to what the object was. Next, an image of a horse-drawn plough was projected which the students recognized immediately. A discussion of when this plough was used and if there were places in Brazil that still used it ensued.

Finally, an image of a tractor plough was shown and the students immediately recognized it and mentioned the tractors and mechanization that exists on the farms around our city our region in Brazil is agricultural with soybeans, corn, and other crops. This data was collected via field notes. Next, a picture of a judge was projected. The students were asked if they had ever been to court and if they knew how to address a judge.

The students were asked to pay attention to this information in the story. Even though all of the students had never been to court, their answers to this activity show their negative perception about the Brazilian justice system. The students were then asked to sit in a circle, and each of them read a part of the story out loud with regular stops to check comprehension and answer questions. After reading the story, the students were asked their opinion of the text.

Only one student stated that he did not like the story. In his response, Ibrahimovic creates a very humorous ending to the story that subverts the moral tone of the tale. Her concept of language acquired a new vantage point through the reading and discussion of this tale. In addition, as students discussed the concept of justice with the story of a dishonest friend, their languaculture expands to allow them to imagine the concept of honesty and its recognition as opposed to having a mere cultural outlook of cynicism that stems from stories regarding the Brazilian system.

The story read in class, though fictional and simple, nevertheless allows for a new languacultural perspective on justice and honesty. Finally, the following handout was given to the students and they were asked to sit with a friend and complete the answers and hand them in. These questions were used as they were based on the steps of the discussion that had previously taken place in the classroom.

Each question referred back to a topic discussed, but also provided the student with the opportunity to add to the ideas brought up in the classroom and respond to the texts individually and creatively. The novel presents the story of Anne, a young orphan girl who was adopted by Marilla and Matthew Cuthbert, two elderly siblings who live together on a farm on Prince Edward Island.

Initially, the Cuthberts were expecting to adopt a young boy to help Matthew on the farm, but instead, they receive a red-haired girl who, slowly but surely, grows on them, making her way into the Cuthbert family until she eventually becomes their adopted daughter.

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Since its publication, the book has been adapted to many different media, such as movies, cartoons and, most recently, a CBC original series aired on Netflix named Anne with an E. This series was written and produced by Moira Walley-Beckett, and the first season was aired in These issues are constantly being questioned and reflected upon critically in Anne of Green Gables and are interesting topics that can be used to promote classroom discussions.

The intermediate class in which we undertook this project is formed by 15 students whose ages range from 17 to They have all studied English for at least two years in addition to English classes in the general school system and should be at an intermediate level. This brief discussion worked as a warmer exercise and introduced the topic of that class. Consequently, Anne gets angry at Mrs Lynde and calls her a fat, clumsy, unimaginative, old woman before she runs away in a fit of temper. After that, we opened the discussion and promoted a short debate on prejudice, and the prejudice red-haired people suffer in countries where English is spoken.

The reason why we proposed this discussion was because red hair is, in fact, considered beautiful in Brazilian culture; therefore, we assumed that our students would be led to thinking about beauty patterns as they dealt with another culture.