Contents
1. Introduction 1
2. Teaching stories to young adults in the FL classroom 2
3. Gary Soto's "Broken Chain"
3.1. Summary 4
3.2. Main Characters 5
3.3. Narrative Situation 6
3.4. Stylistic Devices 6
4. Gary Soto's "Broken Chain" in the EFL classroom
4.1. Presumptions 7
4.2. Pre-Reading Task 8
4.3. Detailed Description of one Lesson 9
4.4. While-Reading Task 10
4.5. Post-Reading Task 11
5. Conclusion 12
6. Works Cited 14
7. Appendix
Table of Contents
- 1. Introduction
- 2. Teaching stories to young adults in the foreign language classroom
- 3. Gary Soto's "Broken Chain"
- 3.1. Summary
- 3.2. Main Characters
- 3.3. Narrative Situation
- 3.4. Stylistic Devices
- 4. Gary Soto's “Broken Chain” in the EFL classroom
- 4.1. Presumptions
- 4.2. Pre-Reading Task
- 4.3. Detailed Description of one Lesson
- 4.4. While-Reading Task
- 4.5. Post-Reading Task
- 5. Conclusion
Objectives and Key Themes
The objective of this paper is to explore the use of Gary Soto's "Broken Chain" in a foreign language classroom for young adults. It examines effective pedagogical approaches for teaching short stories to this age group, focusing on multicultural literature and its benefits for language acquisition and intercultural understanding. The paper presents a detailed lesson plan for teaching "Broken Chain," incorporating pre-, while-, and post-reading activities. The overall goal is to demonstrate how this specific short story can be used to enrich the foreign language learning experience.
- Teaching multicultural young adult literature in the foreign language classroom.
- Effective pedagogical approaches for teaching short stories to young adults.
- The use of "Broken Chain" by Gary Soto as a case study.
- Intercultural understanding and the development of communicative competence.
- Motivating students through relatable themes and characters.
Chapter Summaries
1. Introduction: This introductory chapter establishes the importance of incorporating relatable literature into foreign language classrooms, particularly for younger learners. It highlights the significance of choosing texts that enrich language learning while simultaneously motivating students. The author selects Gary Soto's "Broken Chain" as a case study, emphasizing its potential to resonate with young adults due to its relatable protagonist and themes. The chapter outlines the paper's structure, previewing the discussion of teaching methodologies, a detailed analysis of "Broken Chain," and a proposed lesson plan.
2. Teaching stories to young adults in the foreign language classroom: This chapter explores the pedagogical benefits of using literature in foreign language instruction. It emphasizes literature's role in creating authentic language-learning contexts that enhance communication skills and foster intercultural understanding. The chapter discusses various perspectives on teaching literature, specifically highlighting the advantages of using young adult literature to engage students and encourage active participation. The chapter emphasizes the importance of choosing texts with relatable characters and situations, aligning with the preferences and experiences of the target audience, thereby maximizing engagement and learning. It advocates for a learner-centered approach, emphasizing interaction between the reader and the text to foster deeper understanding and personal connections. The importance of intercultural learning through the incorporation of diverse voices and perspectives is also highlighted.
3. Gary Soto's "Broken Chain": This chapter provides a comprehensive analysis of Gary Soto's "Broken Chain," focusing on its summary, main characters, narrative situation, and stylistic devices. It delves into the elements that make the story relatable and engaging for young adults, specifically examining the characters’ motivations, conflicts, and personal growth. The analysis includes an explanation of how narrative techniques contribute to the story's impact, such as the use of specific literary devices to enhance emotional impact and character development, enhancing engagement with the text and enriching the understanding of the story's themes. This section lays the groundwork for the subsequent chapter detailing a lesson plan utilizing the story.
Keywords
Multicultural literature, young adult literature, foreign language teaching, Gary Soto, Broken Chain, EFL classroom, intercultural learning, communicative competence, lesson planning, pedagogical approaches, relatable characters, thematic analysis, narrative techniques, stylistic devices.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main focus of this document?
This document provides a comprehensive preview of a paper exploring the use of Gary Soto's short story "Broken Chain" in a foreign language classroom for young adults. It details the objectives, key themes, chapter summaries, and keywords, offering a structured overview of the pedagogical approach and literary analysis presented within the full paper.
What are the key themes explored in the paper?
The paper explores several key themes, including the use of multicultural young adult literature in foreign language teaching, effective pedagogical approaches for teaching short stories to young adults, the benefits of using "Broken Chain" as a case study, the development of intercultural understanding and communicative competence, and motivating students through relatable themes and characters.
What is the objective of the paper?
The main objective is to demonstrate how Gary Soto's "Broken Chain" can enrich the foreign language learning experience for young adults. It aims to show effective teaching methods using this specific short story, incorporating pre-, while-, and post-reading activities within a detailed lesson plan.
What does the document include?
The document includes a table of contents, a statement of objectives and key themes, chapter summaries, and a list of keywords. Each chapter summary provides a brief overview of the content and purpose of that section of the paper.
How is Gary Soto's "Broken Chain" analyzed in the paper?
The paper includes a detailed analysis of "Broken Chain," examining its summary, main characters, narrative situation, and stylistic devices. This analysis aims to highlight the aspects of the story that make it relatable and engaging for young adults and to explain how these elements can be effectively utilized in a classroom setting.
What pedagogical approaches are discussed?
The paper discusses various pedagogical approaches to teaching short stories to young adults in a foreign language classroom, focusing on creating authentic language-learning contexts that enhance communication skills and foster intercultural understanding. It emphasizes a learner-centered approach that encourages interaction with the text and a focus on relatable themes and characters.
What kind of activities are suggested for teaching "Broken Chain"?
The paper presents a detailed lesson plan for teaching "Broken Chain," incorporating pre-reading, while-reading, and post-reading tasks designed to enhance comprehension, encourage active participation, and promote deeper understanding of the story's themes and literary devices.
What are the keywords associated with the paper?
The keywords associated with the paper include multicultural literature, young adult literature, foreign language teaching, Gary Soto, Broken Chain, EFL classroom, intercultural learning, communicative competence, lesson planning, pedagogical approaches, relatable characters, thematic analysis, narrative techniques, and stylistic devices.
Who is the intended audience for this document?
This document is intended for educators and researchers interested in foreign language teaching methodologies, specifically those focused on using literature to enhance language acquisition and intercultural understanding for young adult learners.
Where can I find the complete paper?
The provided preview does not include the full paper itself. Further information on accessing the complete paper would need to be obtained from the publishing company or relevant academic database.
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- Anne Volkmer (Autor:in), 2012, Teaching Multicultural Young Adult Stories, München, GRIN Verlag, https://www.hausarbeiten.de/document/205536
