The impact of integrating children's literature into teaching and learning English at Libyan international schools-1 - Marwa Ou.pptx

Using Novels as Tools for Teaching Children.

1. The Impact of Integrating Children's Literature into Teaching and Learning English at Libyan International Schools A dissertation proposal submitted in partial fulfillment for the PhD Degree in English Language and Literature / linguistics / Applied Linguistics Mansoura University  By Marwa Mohamed Lotfi Ben Oun

2. Marwa Oun is a dedicated lecturer in the English Department at the Faculty of Arts and Languages, University of Tripoli, where she has been teaching since 2017. Prior to her current role, she began her academic career in 2008 as a teaching assistant at the university's Language Center. Throughout her tenure, Marwa has taught a wide range of linguistic courses, including phonetics, morphology, grammatical structures, literature, and English grammar, as well as various general English classes. In addition to her teaching responsibilities, she has held several administrative positions, and she currently serves as the director of the college's study and examination office. Marwa's areas of expertise lie in applied linguistics, and she is particularly passionate about integrating and developing this field to enhance English language teaching and learning. Her research interests focus on exploring instructional techniques and addressing the challenges faced by students, with the goal of improving pedagogical practices and student outcomes. With her wealth of experience and dedication to her craft, Marwa continues to make valuable contributions to the field of English language education

3. The purpose of this research is to examine English teachers and students' perceptions of integrating children's literature in the teaching and learning of English in the Libyan International Schools. The research is guided by an objective to investigate the degree of integrating children's literature into the curriculum, examine how teachers and students perceive the integration of children's literature into the curriculum, understand the effect and pedagogical implications of using and linking children's literature into the teaching and learning of English. Introduction

4. What are some examples of children's literature that can be used in Libyan classrooms? How can teachers incorporate children's literature into their lesson plans? To what extent does children's literature help to promote students language skills? How children's literature can be used to develop students' critical consciousness? What are the advantage and the disadvantage of using children's literature in education? Research Questions

5. This study aims to investigate the effectiveness of using children’s literature in education and how it can play a significant role in promoting students' global development and wellbeing by providing knowledge, fostering values, and supporting their holistic development. We will illustrate the effectiveness of using children's literature in classrooms to enhance language skills, develop positive attitudes towards reading, and cultivating empathy, creativity, and critical thinking .

6. The use of a qualitative method, including a questionnaire with open-ended questions and observation, to gather data from EL teachers and learners in international Libyan schools in Tripoli is an effective technique for exploring the impact of teaching English children's literature in the classroom.. Additionally, the researcher's plan to observe the progression of using children's literature is commendable, as it provides an opportunity to capture real-time interactions and outcomes. Purpose of Study/ Research Objectives

7. The Theoretical Framework of the Researcher’s Study Literature-Based Instruction Theory This theory posits that using authentic children's literature as the foundation for teaching and learning language can be highly effective. By immersing students in quality literary texts, they are exposed to rich language, engaging stories, and cultural knowledge in a meaningful context. This contrasts with traditional approaches that may rely more on textbooks, worksheets, and isolated language skills.

8. Reader-Response Theory This theory emphasizes the active role of the reader in constructing meaning from a text. Rather than seeing literature as having a fixed, objective meaning, reader-response theory suggests that readers bring their own experiences, perspectives, and interpretations to their engagement with a literary work. This can foster deeper comprehension and personal connections to the material.

9. Sociocultural Theory of Learning Sociocultural theory views learning as a fundamentally social process, shaped by the cultural context and social interactions around the learner. Applying this to the use of children's literature, the social nature of reading, discussing, and responding to texts can support language development and learning.

10. Constructivist Learning Theory Constructivism holds that learners actively construct their own knowledge and understandings, building on their prior experiences. Integrating children's literature allows learners to engage in this constructive process, making personal meanings and connections as they interact with the texts.

11. Multimodal Literacy This perspective recognizes that literacy involves interpreting and creating meaning through multiple modes of representation, such as written text, visual images, audio, gestures, and more. Utilizing children's literature that incorporates varied modalities can promote holistic, multimedia literacy skills.

12. This theoretical framework provides a solid foundation for exploring how the purposeful integration of children's literature can enhance English language teaching and learning in the Libyan international school context. The combination of literary-based, reader-centered, sociocultural, and multimodal approaches offers a comprehensive lens through which to investigate the potential benefits.

13. Chapterization Chapter 1: Introduction 1.1. Background and Rationale 1.2. Purpose of the Study 1.3. Research Questions

14. Chapter 2: Literature Review 2.1. The Role of Children's Literature in Language Learning 2.2. Theoretical Frameworks 2.2.1. Literature-Based Instruction Theory 2.2.2. Reader-Response Theory 2.2.3. Sociocultural Theory of Learning 2.2.4. Constructivist Learning Theory 2.2.5. Multimodal Literacy 2.3. Empirical Studies on the Use of Children's Literature in EFL/ESL Contexts

15. Chapter 3: Methodology 3.1. Research Design 3.2. Participants and Setting 3.3. Data Collection Methods 3.3.1. Classroom Observations 3.3.2. Student Interviews 3.3.3. Teacher Interviews 3.3.4. Document Analysis (e.g., lesson plans, student work) 3.4. Data Analysis Procedures

16. Chapter 4: Findings 4.1. Impact on Student Engagement and Motivation 4.2. Development of Language Skills 4.2.1. Vocabulary Acquisition 4.2.2. Reading Comprehension 4.2.3. Writing Proficiency 4.2.4. Oral Communication 4.3. Fostering Intercultural Understanding 4.4. Challenges and Limitations of Implementation

17. Chapter 5: Discussion 5.1. Interpretation of Findings 5.2. Alignment with Theoretical Frameworks 5.3. Implications for Teaching Practice 5.4. Limitations of the Study

18. Chapter 6: Conclusion 6.1. Summary of Key Findings 6.2. Recommendations for Future Research 6.3. Concluding Remarks

19. Expected Results Or Conclusion Based on the theoretical framework and the focus of the study, the following expected results or conclusions can be drawn: Increased Student Engagement and Motivation: The use of engaging, age-appropriate children's literature is expected to enhance student motivation and involvement in English language learning. Students may exhibit greater enthusiasm, attention, and participation during lessons integrating children's literature. 2. Improved Language Skills Development: Vocabulary acquisition is likely to improve as students are exposed to rich, contextual language through the literary texts. Reading comprehension skills may be enhanced as students practice making meaning from authentic, meaningful passages. Writing proficiency may improve as students model language structures and genres from the children's literature. Oral communication skills may be strengthened through discussions, retelling, and other interactive activities related to the literary works.

20. Fostering Intercultural Understanding: Exposure to children's literature from diverse cultural backgrounds may promote greater intercultural awareness and appreciation among students. Engaging with literary works that depict different cultural perspectives and experiences may help students develop empathy and cross-cultural understanding. Challenges and Limitations: Teachers may face challenges in selecting, adapting, and effectively integrating appropriate children's literature into their English language instruction. Logistical and resource constraints at the school or district level may hinder the comprehensive implementation of a literature-based approach. Potential resistance from stakeholders (e.g., parents, administrators) who are accustomed to more traditional language teaching methods may need to be addressed.

21. 5. Implications for Teaching Practice: The findings may suggest that a literature-based approach to English language instruction can be a valuable and effective pedagogical strategy in the Libyan international school context. The study may provide guidance and recommendations for teachers on selecting, designing, and implementing children's literature-integrated lessons to support language learning and intercultural development. Overall, the expected results or conclusions of the study may demonstrate the potential benefits of incorporating children's literature into the teaching and learning of English at Libyan international schools, while also highlighting the practical considerations and challenges that may arise during implementation.

22. Based on the research topic and objectives, the following primary and secondary sources are expected to be available for this study: Primary Sources: Classroom Observations: Direct observations of English language lessons in Libyan international schools where children's literature is integrated. Field notes, observation protocols, and audio/video recordings of the observed lessons. Student Interviews: One-on-one or focus group interviews with students to gather their perspectives, experiences, and reflections on the use of children's literature in their English language learning .

23. Teacher Interviews: Interviews with English language teachers at the Libyan international schools to understand their experiences, challenges, and perceptions of integrating children's literature into their instructional practices. Lesson Plans and Student Work Samples: Lesson plans and materials developed by teachers that incorporate children's literature. Samples of student work (e.g., writing assignments, projects, presentations) produced during the literature-integrated lessons. 2. Secondary Sources: Academic Literature: Peer-reviewed journal articles, books, and book chapters on the use of children's literature in language learning, particularly in EFL/ESL contexts. Theoretical frameworks and models related to literature-based instruction, reader-response theory, and the role of literature in language and literacy development.

24. Empirical Research Studies: Previous research studies that have investigated the integration of children's literature in teaching and learning English as a foreign or second language. Findings, methodologies, and implications from similar studies conducted in other international school contexts. Curriculum and Policy Documents: Libyan national and international school curriculum standards, guidelines, or policies related to the use of literature in English language instruction. Any relevant instructional or professional development materials produced by the Libyan Ministry of Education or international school authorities. Institutional and School-Level Resources: Reports, program descriptions, or promotional materials from the Libyan international schools participating in the study. Any internal documents or policies regarding the use of children's literature in the schools' English language programs.

25. The availability of these primary and secondary sources will provide a comprehensive understanding of the research context, theoretical foundations, and existing empirical evidence related to the integration of children's literature in English language teaching and learning at Libyan international schools.