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Poetry Writing for Children

Poetry Writing for Children
Kim, Hyeshin
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외국어교육특수대학원 TESOL학과
이화여자대학교 외국어교육특수대학원
Sukyung Chin
This textbook targets a class of seven-year-old Korean EFL students with a mixture of 2-Emerging and 3-Developing levels according to the WIDA scale. They started learning English at the age of five in a private English institute. They have studied English with a native speaker teacher for half the time and a Korean-English speaking teacher for the other half of the time five days a week. Most of the classes in school were taught on the basis of the theme-based approach consequently providing the students with a massive amount of vocabulary related to various topics. All classes were taught in English requiring the students to use at least one or a combination of more than one of the four language skills: listening, speaking, reading, and writing. As a result, the children were able to develop a balance of all four language skills. However, the curriculum of the school focuses on explicit teaching, accuracy over fluency, and workbooks which have either correct or incorrect answers. Children are given very few chances to express themselves which is a barrier to developing their creativity. Creativity plays an important role in “problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success” (Plucker, Beghetto, & Dow, 2004). Teachers of young children should help students develop their creativity. Furthermore, the accuracy which all the writing classes were focusing on were both boring and burdensome for the young students. The target students need to spend more of their energy to develop their creativity, and reduce anxiety as well as enjoy writing in English.
☞ 이 논문은 저자가 원문공개에 동의하지 않은 논문으로, 도서관 내에서만 열람이 가능하며, 인쇄 및 저장은 불가합니다.
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