Schaidt Ugandan Children's Literature and Its Implications for Cultural and Global Learning in TEFL

An Extensive Reading Project Study
1. Auflage 2018
ISBN: 978-3-8233-9168-5
Verlag: Narr Francke Attempto Verlag
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 3, 517 Seiten

Reihe: Studies in English Language Teaching /Augsburger Studien zur Englischdidaktik

The present study adds to TEFL discourse in several ways. First of all, it contributes to the widening of the canon as it focuses on Ugandan childrens fiction. Secondly, the research connects to the few empirical studies that exist in the field. It provides further implications for cultural and global learning and literary didactics in TEFL derived from insights into the mental processes of a group of Year 9 students in Germany engaging with Ugandan childrens fiction within the scope of an extensive reading project.

Stephanie Schaidt war wissenschaftliche Mitarbeiterin am Lehrstuhl für Didaktik des Englischen an der Universität Augsburg. Seit Januar 2017 befindet sie sich als Studienreferendarin im baden-württembergischen Schuldienst.

Autoren/Hrsg.

Schaidt, Stephanie

Inhaltsverzeichnis

1;Acknowledgments;6
2;Contents;10
3;List of Abbreviations;16
3.1;1?Introduction;18
3.2;2?Relevant Concepts and Developments in the Fields of Cultural and Global Learning;24
3.2.1;2.1?Discussions on Landeskunde;24
3.2.2;2.2?The Rise of Intercultural Learning;27
3.2.3;2.3?Understanding Otherness: Optimistic vs. Sceptical Hermeneutics;32
3.2.4;2.4?Postmodernism, Postcolonialism and a Changing Concept of Culture;35
3.2.5;2.5?Transcultural Learning;38
3.2.6;2.6?Constructivist Approaches to Understanding Otherness;41
3.2.7;2.7?Implications of Anti-Racist Pedagogy;45
3.2.8;2.8?Globalisation and Global Education;49
3.2.9;2.9?Relevance of the Different Concepts and Developments for the Present Study;60
3.3;3?Children’s Literature in the EFL Classroom;63
3.3.1;3.1?Literary Texts in the (Lower and Intermediate) EFL Classroom;63
3.3.2;3.2?(Children’s) Literature and Cultural and Global Learning;66
3.3.3;3.3?Extensive Reading in the EFL Classroom;70
3.4;4?Ugandan Children’s Literature;75
3.4.1;4.1?Towards a Definition of Ugandan Children’s Literature;75
3.4.2;4.2?History of Ugandan Children’s Literature;79
3.4.3;4.3?Neo-imperialism, Postcolonialism and Ugandan Children’s Literature;82
3.4.4;4.4?Selected Genres, Topics and Titles;86
3.4.4.1;4.4.1?Folktales;88
3.4.4.2;4.4.2?Fiction in a Realistic Mode;92
3.4.4.2.1;4.4.2.1???Growing Up in Post-Independence Uganda;93
3.4.4.2.2;4.4.2.2???School;95
3.4.4.2.3;4.4.2.3 HIV???/???AIDS;99
3.4.4.2.4;4.4.2.4???Empowering the Girl Child;103
3.4.4.2.5;4.4.2.5???Child Soldiers;106
3.4.4.3;4.4.3?Potential of Texts for Cultural and Global Learning;108
3.5;5?Research Design and Methodology;111
3.5.1;5.1?Previous Studies and Focus of the Present Study;111
3.5.2;5.2?Research Aim;114
3.5.3;5.3?Qualitative Research Design;116
3.5.4;5.4?Participants;117
3.5.5;5.5?Research Instruments;119
3.5.5.1;5.5.1?Questionnaires;119
3.5.5.2;5.5.2?Reading Diaries;121
3.5.5.3;5.5.3?Interviews;125
3.5.6;5.6?Procedure;127
3.5.6.1;5.6.1?Preparations;127
3.5.6.2;5.6.2?Piloting;128
3.5.6.3;5.6.3?Reading Project Design;128
3.5.7;5.7?Data Analysis;130
3.5.7.1;5.7.1?Data Preparation;130
3.5.7.2;5.7.2?Structure of the Data Analysis Phase;132
3.5.7.3;5.7.3?Coding Procedure;132
3.5.8;5.8?Critical Reflection upon Study Design;135
3.6;6?Research Findings: Cases;137
3.6.1;6.1?Niko;137
3.6.1.1;6.1.1?Case Description;138
3.6.1.2;6.1.2?Reading Background;138
3.6.1.3;6.1.3?Prior Knowledge and Expectations;139
3.6.1.4;6.1.4?Comparisons and Encounters with Foreignness;140
3.6.1.5;6.1.5?(De)Construction and Reflection;143
3.6.1.6;6.1.6?HIV???/???AIDS;146
3.6.1.7;6.1.7?Summary;147
3.6.2;6.2?Magdalena;148
3.6.2.1;6.2.1?Case Description;148
3.6.2.2;6.2.2?Reading Background;149
3.6.2.3;6.2.3?Prior Knowledge;151
3.6.2.4;6.2.4?Comparisons and Encounters with Foreignness;151
3.6.2.5;6.2.5?(De)Construction and Reflection;153
3.6.2.6;6.2.6?HIV???/???AIDS;155
3.6.2.7;6.2.7?Gender Issues;156
3.6.2.8;6.2.8?Summary;157
3.6.3;6.3?Oliver;157
3.6.3.1;6.3.1?Case Description;157
3.6.3.2;6.3.2?Reading Background;158
3.6.3.3;6.3.3?Prior Knowledge;160
3.6.3.4;6.3.4?Comparisons and Encounters with Foreignness;161
3.6.3.5;6.3.5?(De)Construction and Reflection;161
3.6.3.6;6.3.6?Gender Issues;163
3.6.3.7;6.3.7?Summary;164
3.6.4;6.4?Emma;165
3.6.4.1;6.4.1?Case Description;165
3.6.4.2;6.4.2?Reading Background;165
3.6.4.3;6.4.3?Prior Knowledge;168
3.6.4.4;6.4.4?Comparisons and Encounters with Foreignness;169
3.6.4.5;6.4.5?(De)Construction and Reflection;175
3.6.4.6;6.4.6?HIV???/???AIDS;178
3.6.4.7;6.4.7?Gender Issues;178
3.6.4.8;6.4.8?War Involving Child Soldiers;179
3.6.4.9;6.4.9?Summary;180
3.6.5;6.5?Lukas;181
3.6.5.1;6.5.1?Case Description;181
3.6.5.2;6.5.2?Reading Background;182
3.6.5.3;6.5.3?Prior Knowledge;183
3.6.5.4;6.5.4?Comparisons and Encounters with Foreignness;184
3.6.5.5;6.5.5?(De)Construction and Reflection;186
3.6.5.6;6.5.6?HIV???/???AIDS;189
3.6.5.7;6.5.7?Gender Issues;190
3.6.5.8;6.5.8?Summary;191
3.6.6;6.6?Leyla;191
3.6.6.1;6.6.1?Case Description;191
3.6.6.2;6.6.2?Reading Background;192
3.6.6.3;6.6.3?Prior Knoweldge;194
3.6.6.4;6.6.4?Comparisons and Encounters with Foreignness;195
3.6.6.5;6.6.5?(De)Construction and Reflection;199
3.6.6.6;6.6.6?HIV???/???AIDS;200
3.6.6.7;6.6.7?Gender Issues;201
3.6.6.8;6.6.8?Summary;202
3.6.7;6.7?Benjamin;203
3.6.7.1;6.7.1?Case Description;203
3.6.7.2;6.7.2?Reading Background;204
3.6.7.3;6.7.3?Prior Knowledge;205
3.6.7.4;6.7.4?Comparisons and Encounters with Foreignness;206
3.6.7.5;6.7.5?(De)Construction and Reflection;208
3.6.7.6;6.7.6?HIV???/???AIDS;211
3.6.7.7;6.7.7?Gender Issues;212
3.6.7.8;6.7.8?Summary;213
3.6.8;6.8?Charlotte;213
3.6.8.1;6.8.1?Case Description;213
3.6.8.2;6.8.2?Reading Background;214
3.6.8.3;6.8.3?Prior Knowledge;217
3.6.8.4;6.8.4?Comparisons and Encounters with Foreignness;218
3.6.8.5;6.8.5?(De)Construction and Reflection;220
3.6.8.6;6.8.6?HIV???/???AIDS;225
3.6.8.7;6.8.7?Gender Issues;226
3.6.8.8;6.8.8?Summary;226
3.6.9;6.9?Philipp;227
3.6.9.1;6.9.1?Case Description;227
3.6.9.2;6.9.2?Reading Background;228
3.6.9.3;6.9.3?Prior Knowledge;229
3.6.9.4;6.9.4?Comparisons and Encounters with Foreignness;230
3.6.9.5;6.9.5?(De)Construction and Reflection;232
3.6.9.6;6.9.6?HIV???/???AIDS;234
3.6.9.7;6.9.7?Summary;236
3.6.10;6.10?Anna;236
3.6.10.1;6.10.1?Case Description;236
3.6.10.2;6.10.2?Reading Background;238
3.6.10.3;6.10.3?Prior Knowledge;239
3.6.10.4;6.10.4?Comparisons and Encounters with Foreignness;240
3.6.10.5;6.10.5?(De)Construction and Reflection;242
3.6.10.6;6.10.6?HIV???/???AIDS;245
3.6.10.7;6.10.7?Summary;247
3.6.11;6.11?Rebecca;247
3.6.11.1;6.11.1?Case Description;247
3.6.11.2;6.11.2?Reading Background;248
3.6.11.3;6.11.3?Prior Knowledge;251
3.6.11.4;6.11.4?Comparisons and Encounters with Foreignness;252
3.6.11.5;6.11.5?(De)Construction and Reflection;254
3.6.11.6;6.11.6?HIV???/???AIDS;256
3.6.11.7;6.11.7?Gender Issues;257
3.6.11.8;6.11.8?War Involving Child Soldiers;258
3.6.11.9;6.11.9?Summary;260
3.6.12;6.12?Hannes;260
3.6.12.1;6.12.1?Case Description;260
3.6.12.2;6.12.2?Reading Background;261
3.6.12.3;6.12.3?Prior Knowledge;262
3.6.12.4;6.12.4?Comparisons and Encounters with Foreignness;262
3.6.12.5;6.12.5?(De)Construction and Reflection;263
3.6.12.6;6.12.6?Summary;264
3.6.13;6.13?Overview of Cases;264
3.7;7?Research Findings: Thematic Structure;269
3.7.1;7.1?Contexts;269
3.7.1.1;7.1.1?Prior Knowledge;269
3.7.1.1.1;Associations with Uganda;269
3.7.1.1.2;Sources of their Knowledge;271
3.7.1.1.3;Interest in Uganda;273
3.7.1.1.4;Expectations Concerning Ugandan Children’s Fiction;274
3.7.1.1.5;Interest in Student Exchange;275
3.7.1.1.6;Summary and Interpretation;276
3.7.1.2;7.1.2?Reading Background;281
3.7.1.2.1;Degree of Reading Appeal;281
3.7.1.2.2;Frequency of Reading Literary Texts;283
3.7.1.2.3;Reading Interest;283
3.7.1.2.4;Text Selection Criteria;285
3.7.1.2.5;Emotions to the Texts in the Reading Project;288
3.7.1.2.5.1;Writing Style;288
3.7.1.2.5.2;Plot;290
3.7.1.2.5.3;Characters;292
3.7.1.2.5.4;Moral???/???Theme;295
3.7.1.2.5.5;Length of the Text;297
3.7.1.2.5.6;Level of Linguistic Difficulty;297
3.7.1.2.6;Text Comprehension;298
3.7.1.2.7;Reactions to Individual Texts in the Project;300
3.7.1.2.8;Summary and Interpretation;304
3.7.1.3;7.1.3?Biography;306
3.7.1.3.1;Sex???/???Gender;307
3.7.1.3.2;Age;307
3.7.1.3.3;Nationality???/???Cultural Background;307
3.7.1.3.4;Languages and Cultures;308
3.7.1.3.5;Religion;310
3.7.1.3.6;Family;310
3.7.1.3.7;School;310
3.7.1.3.8;Disability;312
3.7.1.3.9;Hobbies;312
3.7.1.3.10;Summary and Interpretation;312
3.7.2;7.2?Mental Processes;313
3.7.2.1;7.2.1?Construction and Deconstruction;313
3.7.2.1.1;Reproduction;316
3.7.2.1.2;Projection;318
3.7.2.1.3;Perturbation;319
3.7.2.1.4;Generalisations;321
3.7.2.1.5;Summary and Interpretation;323
3.7.2.2;7.2.2?Comparisons and Encounters with Foreignness;323
3.7.2.2.1;Own = Norm;325
3.7.2.2.2;Similarities;328
3.7.2.2.3;Differences;330
3.7.2.2.3.1;Culture???/???Nationality;331
3.7.2.2.3.2;Gender;333
3.7.2.2.3.3;Family Structure;333
3.7.2.2.3.4;Religion;334
3.7.2.2.3.5;Character Traits;335
3.7.2.2.3.6;Fantastic Elements;336
3.7.2.2.4;Evaluation of ‘Different’;336
3.7.2.2.4.1;Differences as Inferior;337
3.7.2.2.4.2;Differences as Difficult to Understand;339
3.7.2.2.4.3;Differences as Interesting???/???Impressive;340
3.7.2.2.4.4;Different Evaluations of Differences;341
3.7.2.2.5;Summary and Interpretation;342
3.7.2.3;7.2.3?Strategies and Reflections;343
3.7.2.3.1;Strategies for Dealing with Differences;343
3.7.2.3.1.1;Accepting Strategy;343
3.7.2.3.1.2;Privilege-Reflecting Strategy;344
3.7.2.3.1.3;Helping-the-Other Strategy;345
3.7.2.3.1.4;Legitimating Strategy;346
3.7.2.3.2;Reflection;348
3.7.2.3.2.1;Reflection upon Prior Knowledge;348
3.7.2.3.2.2;Reflection upon Norms;349
3.7.2.3.2.3;Reflection upon Generalisations, Stereotypes and Prejudices;350
3.7.2.3.2.4;Reflection upon the Language They Used;352
3.7.2.3.2.5;Reflections upon Fictionality;353
3.7.2.3.3;Summary and Interpretation;353
3.7.3;7.3?Global Topics;354
3.7.3.1;7.3.1?HIV???/???AIDS;354
3.7.3.1.1;Prior Knowledge;354
3.7.3.1.2;Knowledge Gained;356
3.7.3.1.3;HIV and Encounters of Foreignness;359
3.7.3.1.4;Comparisons;361
3.7.3.1.5;Reflection;365
3.7.3.1.6;Students’ Reactions;366
3.7.3.2;7.3.2?Gender Issues;368
3.7.3.2.1;Prior Knowledge;368
3.7.3.2.2;Knowledge Gained;369
3.7.3.2.3;Gender Issues and Encounters of Foreignness and Differences;369
3.7.3.2.4;Students’ Reactions;371
3.7.3.3;7.3.3?War Involving Child Soldiers;374
3.7.3.3.1;Prior Knowledge;374
3.7.3.3.2;Knowledge Gained;374
3.7.3.3.3;Child Soldiers and Encounters of Foreignness and Differences;376
3.7.3.3.4;Reflections;379
3.7.3.3.5;Students’ Reactions;379
3.7.3.4;7.3.4?Summary and Interpretation;381
3.7.4;7.4?Evaluation of the Extensive Reading Project;381
3.7.4.1;Evaluation of the Reading Project as a Whole;382
3.7.4.2;Evaluation of the Reading Diary;388
3.7.4.3;Evaluation of the Introductory Lessons;389
3.7.4.4;Students’ Reading Behaviour in the Extensive Reading Project;392
3.7.4.5;Summary and Interpretation;394
3.8;8?Discussion of Research Findings and Implications Arising for TEFL;396
3.8.1;8.1?Implications for Learning and Teaching about Cultural Aspects and Global Topics in the EFL Classroom;396
3.8.1.1;8.1.1?Knowledges Instead of Knowledge;397
3.8.1.1.1;Deconstructing Metanarratives;398
3.8.1.1.2;Providing More Room for ‘Africa’ in the EFL Classroom;399
3.8.1.1.3;Providing Students with a Counter-Discourse;404
3.8.1.1.4;Providing Students With a Multitude of Perspectives;407
3.8.1.1.5;Providing Students With Backgrounds;407
3.8.1.2;8.1.2?Recognising Inconsistencies and Limits;409
3.8.1.2.1;Discovering Inconsistencies;409
3.8.1.2.2;Allowing Uncertainties;411
3.8.1.2.3;Preserving the Foreign;412
3.8.1.2.4;Fictionality of Literary Texts;413
3.8.1.3;8.1.3?Reflecting upon Self;414
3.8.1.3.1;Prior Knowledge;415
3.8.1.3.2;Norms;415
3.8.1.3.3;Privileges;415
3.8.1.3.4;Reflecting Upon Language;416
3.8.2;8.2?Global Education Differently;417
3.8.2.1;8.2.1?Focus on ‘Self’ Rather Than ‘the Other’;417
3.8.2.2;8.2.2?‘Learning from’ Rather Than ‘Learning about’;418
3.8.2.3;8.2.3?Becoming Reflective, Not Active in the First Place;419
3.8.3;8.3?Implications for Learning and Teaching with Literary Texts and Extensive Reading;421
3.8.3.1;8.3.1?Literary Texts;421
3.8.3.2;8.3.2?Extensive Reading Projects;423
3.8.3.2.1;Benefits;423
3.8.3.2.1.1;Opportunity to Read;423
3.8.3.2.1.2;Improving Students’ Skills in (Reading in) the Foreign Language;424
3.8.3.2.1.3;Subjectivist Approach;424
3.8.3.2.1.4;Multiple Perspectives;425
3.8.3.2.2;Drawbacks;426
3.8.3.2.2.1;Overloading;426
3.8.3.2.2.2;Lack of Input and Contextualisation;427
3.8.3.2.2.3;Lack of Impulses and Feedback;427
3.8.3.2.2.4;Lack of Reading Strategies;427
3.8.3.2.2.5;Lack of Control;427
3.8.3.2.3;Principles;428
3.8.3.2.3.1;Text Selection;428
3.8.3.2.3.2;Introductory Lessons;429
3.8.3.2.3.3;Reading Lessons;430
3.8.3.2.3.4;Final Lessons;431
3.8.3.2.3.5;Reading Diaries;431
3.8.3.2.4;Role of the Teacher;432
3.9;9?Retrospective Reflections upon Research Design and Methodology;435
3.9.1;Inter-Subject Comprehensibility;435
3.9.2;Indication of the Research Project;436
3.9.3;Empirical Foundation;437
3.9.4;Limitation;438
3.9.5;Coherence;438
3.9.6;Relevance;439
3.9.7;Reflected Subjectivity;439
3.9.8;Openness and Flexibility;439
3.9.9;Research Ethics;440
3.10;10?Conclusion and Outlook;441
4;11?References;449
5;Appendices;481
6;List of Figures;516
7;List of Tables;517