Fairy Tales with a Twist

Abstract

Extensive reading (ER) programs are increasingly becoming popular in Korea. Students are given the opportunity to choose from a selection of books to read outside of the classroom. Although modified versions of the classics are often used in ER programs, fairy tales from English-speaking cultures are the primary reading materials used in this portfolio. Using fairy tales for young learners will not only capture their interest, but also expose them to popular childhood stories from English-speaking countries. The target students are third graders in an elementary school in Korea. According to the ACTFL, their reading level is intermediate. Thus, students are beginning to identify main ideas, separating them from details, scanning for information, and identifying conclusions. In addition, they are exposed to text types such as letters, newspapers, reports, articles, and instructions (Anderson & Nunan, 2008, p. 57). Some students have had the opportunity to travel abroad and interact with other English speakers while others have never been to an English-speaking country. Method and Rationale Both Intensive reading (IR) and Extensive reading (ER) will be used to increase autonomy and to expose students to new vocabulary. ER also develops reading fluency as students go through easy reading materials at their own pace. Students are usually allowed to select their own reading materials (slightly below their current reading level), which also builds their confidence. In most Korean EFL classrooms, however, reading is usually done intensively under the supervision of the teacher. IR and ER are complementary and should be practiced simultaneously. The aim of IR is to understand what was read and to read efficiently, whereas, ER focuses on developing a habit of reading extensively (Nutall, 2005, p. 38). Expected Outcomes Upon completion of the textbook, students will increase their reading fluency, improve their vocabulary, and develop an interest in reading extensively. They will be exposed to famous fairy tales from English-speaking countries, which also provides cultural input. The interactive activities will provide an opportunity for the students to collaborate with each other, to share and learn from each other, while building their confidence in English. Conclusion By using this textbook, students will develop strong reading skills through IR and ER approaches. They will not only develop reading strategies but they will also develop reading fluency and an interest in reading extensively. As students participate in various types of interactive activities in the classroom, they will learn to use their background knowledge to develop their reading comprehension, thus learning to read autonomously (Hudson, 2011, p. 39). In sum, students will learn to enjoy reading and develop strong reading skills at the same time.