Beyond Cultural Differences and Similarities: Student Teachers Encounter Aboriginal Children's Literature

1999 ◽  
Vol 24 (4) ◽  
pp. 383 ◽  
Author(s):  
Lynda Ann Curwen Doige
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Cultural Differences ◽  
Children’S Literature

scholarly journals The International Children’s Digital Library: A Case Study in Designing for a Multilingual, Multicultural, Multigenerational Audience

2005 ◽  
Vol 24 (1) ◽  
pp. 4 ◽  
Author(s):  
Hilary Browne Hutchinson ◽  
Anne Rose ◽  
Benjamin B. Bederson ◽  
Ann Carlson Weeks ◽  
Allison Druin
Keyword(s):  
Children's Literature ◽  
Cultural Differences ◽  
Digital Library ◽  
Digital Libraries ◽  
Children’S Literature ◽  
Design Criteria

The challenges encountered in building the InternationalChildren’s Digital Library (ICDL), a freely availableonline library of children’s literature are described. Thesechallenges include selecting and processing books fromdifferent countries, handling and presenting multiplelanguages simultaneously, and addressing cultural differences. Unlike other digital libraries that present content from one or a few languages and cultures, and focuson either adult or child audiences, ICDL must serve amultilingual, multicultural, multigenerational audience.The research is presented as a case study for addressingthese design criteria; current solutions and plans forfuture work are described.

scholarly journals “I don’t really have a reason to read children’s literature”: Enquiring into Primary Student Teachers’ Knowledge of Children’s Literature

2021 ◽  
pp. 217
Author(s):  
Jennifer Farrar
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Children’S Literature ◽  
Initial Teacher Education ◽  
Teachers Perceptions ◽  
Reader Identity ◽  
Primary Student ◽  
Literate Identities

Research into in-service teachers’ knowledge of children’s literature indicates there is a powerfully symbiotic relationship between teachers’ perceptions and projections of themselves as readers and students’ engagement with reading as a pleasurable activity (Commeyras et al., 2003; Cremin et al 2014). Less is known about pre-service teachers’ knowledge of children’s literature or their attitudes towards reading and the Scottish context is unexplored in this regard. Inspired by and aligned with the work of Cremin et al (2008) with in-service primary teachers in England, this project investigated the personal reading habits of more than 150 student teachers over a two-year period by capturing snapshots of their knowledge of children’s literature and perceptions of themselves as not only readers, but as readers of children’s literature, at various stages of their initial teacher education. Framed by understandings of literacy practices as socially and locally constructed (Barton & Hamilton, 1998) and of literate identities as fluid, contingent and plural (Moje et al., 2009), this paper also outlines how project findings linked to knowledge of texts for children and reader identity have informed the teaching and learning of children’s literature at university level.

Seeking Diversity in Children's Literature Utilized in Elementary Classrooms

2021 ◽  
pp. 87-102
Author(s):  
Mary-Kate Sableski ◽  
Jackie Marshall Arnold
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Elementary Classrooms ◽  
Multiple Perspectives

Utilizing literature in classrooms that is representative of all provides opportunities for students to find within a book the truth of their own experiences. Literature provides the windows, mirrors, and sliding glass doors that afford opportunities to consider multiple perspectives and lenses in life. This chapter discusses different representations of diverse literature in classrooms and explores what educators might consider for their teaching and learning. Specifically, the chapter describes books student teachers identify using in their classrooms and considers how the books aligned with the different categories of a rubric used to assess them. Of the 113 books sampled, only nine books distinctly represented diversity. Implications of these findings and how they can support and challenge the children's literature utilized in today's classrooms are discussed.

THE PECULIARITIES OF RENDERING PHONETIC AND GRAPHICAL STYLISTIC DEVICES IN CHILDREN'S LITERAURE TRANSLATION

2021 ◽  
Vol 2021 (32) ◽  
pp. 53-62
Author(s):  
Ilona Derik ◽  
Yevheniia Savchenko
Keyword(s):  
Children's Literature ◽  
Cultural Differences ◽  
Fairy Tale ◽  
Children’S Literature ◽  
Literary Work ◽  
Figures Of Speech ◽  
Young Readers ◽  
The Subject ◽  
Belles Lettres

The article is dedicated to the issue of possible difficulties of rendering phonetic and graphical stylistic devices in translating English belles-lettres texts into Ukrainian. The survey of the existing theoretical works on this topic has revealed the relevance of the sound imitation and other ways of sound instrumentation in the general stylistic and pragmatic effect of the literary work. It has been proved that typological discrepancies on one hand, and ethnic and cultural differences on the other hand result in additional challenges for belles-lettres literature translators. In this respect children's literature requires special techniques in translation as young readers' perception is more dependent on the translator's skill. The research was carried out on the basis of K. Grahame's fairy tale «The Wind in the Willows» and its Ukrainian translation by A. Sahan «Вітер у вербах». The phonetic and graphical stylistic devices and the mechanism of their functioning in English children's literature served as the object of the research, the subject being the peculiarities of rendering these devices in Ukrainian translation. The objective of the research was to provide the most efficient ways of rendering the phonetic and graphical stylistic devices in translation into the typologically different language. It has been concluded that onomatopoeic words are more aptly rendered by means of the search for the analogue, while in preserving assonance and alliteration losses in rendering are more inevitable due to the typological discrepancies on the phonetic and lexical levels. However, the employment of translation transformations allows to optimize the quality of translation. The perspective is seen in the study of the figures of speech of other linguistic levels and the ways of their rendering in Ukrainian translation.

scholarly journals Ecocritical Engagement with Picturebook through Literature Conversations about Beatrice Alemagne’s On a Magical Do-Nothing Day

2020 ◽  
Vol 12 (18) ◽  
pp. 7653
Author(s):  
Nina Goga ◽  
Maria Pujol-Valls
Keyword(s):  
Content Analysis ◽  
Children's Literature ◽  
Student Teachers ◽  
Children’S Literature ◽  
Group Discussions ◽  
Research Project ◽  
Dialogic Teaching ◽  
Teacher Researcher ◽  
Representations Of Nature ◽  
Ecological Wisdom

This article addresses the need for student teachers to experience how to engage ecocritically with children’s literature to be able to support and develop the sustainability competencies of their future students. In order to respond to this need, we designed a research project examining how Norwegian and Catalan student teachers express and negotiate their ideas about an Italian–French picturebook in a teacher–researcher designed ecocritical literature conversation (ELC). The collected material, consisting of students’ notes and sound recorded and transcribed group discussions, was analysed following the steps of content analysis with an emphasis on finding evidence of dialogic competencies and ecocritical competencies. Although the students did not explicitly integrate ecocritical terminology in their discussions, we found that when structured in line with ideas of dialogic teaching, ecocritical thinking, and literature didactics, literature conversations proved to be a useful tool for these students to critically engage with and negotiate about representations of nature and ecological wisdom from the selected picturebook.

scholarly journals A Comparative Study of Cultural Connotations of Animal Images in English and Chinese Nursery Rhymes

2021 ◽  
Vol 5 (4) ◽  
pp. p14
Author(s):  
Yanhong Zeng
Keyword(s):  
Children's Literature ◽  
Comparative Study ◽  
Cultural Differences ◽  
National Culture ◽  
Chinese Culture ◽  
Children’S Literature ◽  
Animal Images ◽  
Cultural Connotations ◽  
Chinese And English ◽  
English Culture

As an important part of children’s literature, nursery rhymes are the earliest literary styles that children are exposed to after they are born. They can reflect objective things, living customs and national culture. Through the comparison of animal images in Chinese and English classic nursery rhymes, this paper concludes that there are cultural differences in animal images in nursery rhymes. Some animal images have similar cultural connotations in Chinese culture and English culture, while some animal images have different cultural connotations.

scholarly journals A tool to enhance the planning of children’s literature lessons for Setswana as Home Language

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Elma Marais ◽  
Carisma Nel ◽  
Dolly Dlavane
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Qualitative Case Study ◽  
Children’S Literature ◽  
Home Language ◽  
Learning Goals ◽  
Case Study Design ◽  
Questioning Techniques ◽  
Faculties Of Education

Background: Universities, specifically faculties of education, have the responsibility to ensure that student teachers are introduced to the complexities involved in planning conceptually sound, coherent and cohesive lessons.Objectives: The objectives of this study were to determine how prepared students teachers are to plan children’s literature and develop a tool for use by teachers specializing in Setswana to support them when planning and preparing for children’s literature lessons.Methods: A Qualitative case study design was chosen for this study.Results: The results of this study indicated that primary pre-service teachers in South Africa do not receive cohesive and coherent as well as intensive preparation in the planning of lessons focusing on children’s literature. In addition, most primary pre-service teachers were not familiar with the titles, some genres and levelled questioning techniques used in planning children’s literature lessons. The results indicated that student teachers studying at a distance and specialising in Setswana as a Home Language were experiencing difficulties relating to the literature planning and preparation.Conclusion: Skillful planning, entails taking into account the knowledge and developmental level of learners, their specific social and cultural contexts, knowledge of subject matter and learning goals, as well as knowledge of teaching strategies and practices.

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