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A research synthesis of children’s literature for primary English language learning and teaching published from 2006 to 2015. Modern English Education

  • Modern English Education
  • Abbr : MEESO
  • 2017, 18(1), pp.213-241
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Published : February 28, 2017

Tae-Eun Kim 1

1서울교육대학교

Accredited

ABSTRACT

This paper explores what research says about using children’s literature for primary English language learning and teaching. A total of 100 articles out of 3,190 regarding children’s literature and English education published in the seven Korean journals for the past decade from 2006 to 2015 were selected as the focal articles for the study. These articles were reviewed and first analyzed according to external dimensions including number and percentage of children’s literature-related articles published, purpose of study, research methodology employed, and literature genre used. In addition, the content of articles was classified into two subject domains—(a) three factors associated with transaction with literature and (b) language and content development through children’s literature experiences. The findings revealed that researchers’ interest in using children’s literature for English learning and teaching has increased. In terms of text genre, fiction was most frequently used in the reviewed studies; more attention to nonfiction is needed to lead English language learners to develop balanced text genre knowledge. In addition, the reviewed studies explored learners, literary texts, and instructional contexts and assured that children’s literature in English instruction helps learners develop four language skills, content learning, personality development, and multicultural knowledge.

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