Assessing literature in primary ESL classroom

By: Ina Rosyaida binti Yahya Norazirah binti Ajali Nur Hidayah binti Dani

Outlines
AN OVERVIEW Literature in primary ESL classrooms. WHY? Why is literature implemented in the primary ESL classrooms. HOW? How to assess the literature in the primary ESL classrooms?

An overview...
Childrens literature can be defined as the material created for and widely read, viewed and heard by children, that has an imaginative element. Sidhu (2003) and Savvidou (2004) - the study of literature unconsciously enhances students overall linguistic competency including their knowledge of syntax, morphology, semantics and phonetics.

 The Contemporary Childrens Literature (CCL) programme was implemented in all Malaysian primary schools in 2005 beginning with students in Year 4. It was extended to Year 5 students in 2006 and to Year 6 students in 2007. The objectives of the CCL programme are as follows: - To instill and inculcate the reading habit - To enrich students vocabulary and language content - To enhance students thinking skills - To promote cultural understanding in the Malaysian context - To improve students English language proficiency - To provide lively, enjoyable and high-interest readings

 Under the CCL programme, students are required to do the reading at home and discuss the book in class. Teachers are required to prepare and facilitate activities for three phases (Pre Reading, While Reading and Post Reading). Teachers are also encouraged to utilize the reading texts for school based oral assessment and portfolio assessment activities.

WHY?
By learning literature, students will be able to: Improve their English through reading simple fiction. Challenge learners to use their creative and critical thinking skills. To create an enjoyable learning environment. To provide a continuum for literature component introduces in secondary school. To inculcate the reading habit among students. To become independent readers. To develop an understanding of other societies, cultures, values and traditions. To enhance students linguistic ability

 Literature encourages interaction. Literary texts are often rich is multiple layers of meaning, and can be effectively mined for discussions and sharing feelings or opinions. Literature educates the whole person. Literature is motivating. Literature holds high status in many cultures and countries.

HOW?
Formative assessment: Learners are encouraged to take charge of their own learning. Summative assessment: Seeks to evaluate learners performance and abilities at the end of a period of time. Public assessment: (a) Written examination. (b) SBA (School-based Assesment)- SBA enables the sustained work of students to be assessed. It provides a more comprehensive picture of student performance throughout the period of study rather than their performance in a one-off examination alone.

 Oral Assessment: Usually happen in informal way where the teacher will ask question orally about the literature they are learning. Portfolio Assessment: A representative sample of a students work, showing the range of performance and experience.

REFERENCES
http://334.edb.hkedcity.net/doc/eng/framew ork1/englit.pdf http://www.onestopenglish.com/support/met hodology/teaching-materials/teachingmaterials-using-literature-in-the-efl/-eslclassroom/146508.article