Childrens Literature in Adult Education The author used childrens literature as her instrument in adult education for several

reasons; some of them are because childrens literature is able to stimulate personal involvement, arousing learners interest and provoking strong positive reactions from them; it is meaningful and enjoyable, and reading it has a lasting and beneficial effect upon learners linguistic and cultural knowledge. The other reason is there are advantages in using childrens literature with adult learners compared to adult literature. Childrens literature has arguably simpler language, fewer lengthy stories, fewer abstract ideas, less complicated themes, and offers just as wide a variety of stories. The participants were three groups of students, 20 in each, a third of which were females, all of whom were first year undergraduates from Peoples Republic of China with an average age of 19. The students enrolled in an Intensive English Course at English Center to equip them for university education. The author used childrens literature to teach language skills in the EFL classroom. The results show that childrens literature works well with adult students because it is intellectually stimulating, encouraging readable, linguistically challenging, literary fulfilling, and educationally rewarding. However, the use of childrens literature may be limited as it cannot be used for all language skills instruction; neither can it be effective all the time as the protagonists are children and identification for adult readers is difficult. Finally, childrens literature takes on a new perspective as it can be enjoyed by adult readers, and it can expose them to a new world of education. The article is from an academic journal and is therefore intended for the scientific community. This paper gives a thorough exploration of childrens literature in adult education by providing a detailed explanation. The information was objectively developed, well supported with a current research base and with all evidence acknowledged and referenced. Moreover, it gives me a picture how to do a similar research in this field by copying the methodology part and filling the gap or modifying some aspects in her study. The article is very detailed with the topics being explored in great depth. The material is presented in a logical and organized way. The article is accordingly relevant to the academic community. I found that this article helps me to understand more about the role of childrens literature plays in EFL/ESL community. Ho, L. (2000). Children literature in adult education. Childrens Literature in Education, 31(4), 259-271.

Predictable Books in the Childrens EFL Classroom The article explores the use for ELT young learners of predictable stories and books. The stories and books originally written for native English speaking children are finding their way into classrooms for second and foreign language learners. According to Hill (2001), stories are a natural way to help children developing skills in a second or foreign language. Stories in the EFL primary school classroom are enjoyable, they can expose children to other cultures, and they can be used to introduce and recycle languge, among other things. Stories help children develop a sense or feel for the target foreign language (Wright 1995). Both stories that are read and stories that are told orally help children develop some of the skills necessary to be successful readers (Hudelson 1994). Anyone who has taught L1 or L2 language skills to children is aware that repetition is an especially important element of the learning equation. Predictable books contain illustrations that help to clarify or support the word, sentence, or pattern that is repeated in the text (Optiz 1995). These predictable features give emerging readers the sensation of reading and help them make associations between spoken and written words. There are some major uses of predictable books. First, predictable books illustrate specific aspects of grammar. The repetitive nature of predictable books make it easy to select specific titles to supplement an existing ELT grammar syllabus. Second, predictable books provide content using controlled patterns. The repetitive patterns in the predictable story books coupled with the rich illustrations provide the necessary scaffolding for children to comprehend the content. Third, predictable books teach pronunciation. Depending upon childrens overall development and their primary language they may benefit from stories which emphasize specific target sounds by using a repeated refrain. Fourth, predictable books develop writing skills. The controlled language found in predictable books can be used to help both native English speakers and second/foreign language learners develop writing skills in addition to oral skills and reading skills.
The information presented in the article is from a research study. The results are presented in an objective way with all evidence and supporting documentation recognized. The authors also clearly stated some of the

limitations of the research which leave room as consideration for others to imitate and go deeper in research to contribute to this study.

Linse, C. (2007). Predictable books in the childrens EFL classroom. ELT Journal, 61(1), 46-54.

The Value of English Picture Story Books This article presents a study investigating EFL teachers view on the educational values of English picture story books in Taiwan. Some researchers suggest that stories are a rich resource for EL teachers to revise or introduce vocabulary and sentence structures in a memorable and meaningful context (Brewster et al. 2002; Ghosn 2002) and have the potential to transfer EFL learners from mechanical language learning to a more personal involvement context (Collie and Slater 1987). The study applied semi-structured interviews to understand EFL teachers views on the use of English picture story books in EFL teaching. Forty EFL teachers with experience of teaching children English in primary schools and private language schools in Taiwan participated in the questionnaire study. The study was designed to pursue key issues that emerged from the questionnaire data so as to add detail and depth to the teachers views on these issues. Ten EFL teachers with the experience of using English picture story books with children participated in the study. The interview results suggest that the teachers views on the educational values of using English picture story books can be broadly categorized into three areas: 1) linguistic value, 2) the value of the stories, and 3) the value of the pictures. The linguistic benefit of reading English picture story books was mentioned by three out of ten EFL teachers. From the interview revealed that picture story books allowed them to help children review words and sentences they had learnt in the textbooks in a meaningful context. The way that picture story books can help young learners trigger the memory of another text and make a link with the prior knowledge has been discussed by Cameron (2001). Nine out of ten teachers reported that stories have the potential to motivate learning. Brewster et al. (op. cit.) suggested that stories could provide an ideal introduction to the foreign language as they are presented in a context that is familiar to the students. Rosenblatt (1970) also noted that literature offers an important source of awareness of possible alternatives and this kind of vicarious participation in different ways of life has a liberating influence. The focus of reading stories was more content-based, rather than grammar-based. Another issue brought up was English picture story books can be used not only to motivate learning, but also to sustain the reading process. The article has contributed to a better understanding how to apply the theory into practice. The article gives a clear and precise summary of the value of English picture books, which is can serve as a convincing background for me to do my thesis in this direction. Sheu, H. C. (2008). The value of English picture story books. ELT Journal, 62(1), 4755.

Four Good Reasons to Use Literature in Primary School ELT The teaching of English as a foreign language in primary school is gaining popularity throughout the world. Many countries are also using English in the upper grades as the vehicular language for all or part of the general curriculum. While the traditional, carefully structured materials might be appropriate in cases where the aim is to provide exposure and enrichment, they may not be the best choice where the goal is to prepare children for English-medium instruction in the general curriculum. Carefully selected childrens literature offers an alternative, motivating medium for foreign language acquisition. The use of childrens fiction has a number of justifications, particularly in those contexts where academic language proficiency is the goal. First, authentic literature provides a motivating, meaningful context for language learning, since children are naturally drawn to stories. Second, literature can contribute to language learning. It presents natural language, language at its finest, and can thus foster vocabulary development in context. As Collie and Slater (1987) have pointed out, it stimulates oral language and involves the child with the text; it also provides an excellent medium for a top-down approach to language teaching. Third, literature can promote academic literacy and thinking skills, and prepare children for the English-medium instruction. Fourth, literature can function as a change agent; good literature deals with some aspects of the human condition, and can thus contribute to the emotional development of the child, and foster positive interpersonal and intercultural attitudes. This is an important consideration at a time when our world is becoming smaller, yet increasingly hostile. This article comes from a credible and reliable academic journal database and is often cited by other researcher. The structure of this article is systematic as the author proposed one by one the reasons to use literature in primary school ELT. Her article is useful for my own study since it is connected to the research area I am interested with. I would like analyze childrens literature form EFL/ESL context and I think this article is highly related and can serve as my literature review material. Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172-179.

The Impact of Popular Literature Study on Literacy Development in EFL: More Evidence for the Power of Reading There is compelling evidence that reading, especially free voluntary reading, has a strong positive impact on second language development. Studies done in the informal environment have shown that those who report more free reading achieve higher levels of competence in second languages. Studies in formal environment have produced similar results: second language acquirers who participate in in-school sustained silent reading programs show gains superior to comparison students. The methodology used by the authors is by using descriptive research. University level EFL students in Hong Kong who participated in a popular literature class that emphasized reading for content and enjoyment, including some self-selected reading were divided into two groups, the experimental group and the comparison group. The treatment used in this study was students were required to read six books in one semester. Five out of six were assigned and one book was chosen by the students themselves based on their own interest. Results show that experimental students made clear and significant gains in vocabulary growth and reading rate. It was estimated that students acquired about 3000 new words over the course of the semester. On the other hand, comparison student gains in accuracy were not significant and their estimated vocabulary grew only 500 words. It was concluded, therefore, that reading for meaning is the factor that distinguishes the difference in gains between the two groups, either reading done in class, out of class or both. Most of the articles I reviewed have highly connected with children literature, but this article is about the impact of popular literature on EFL which also has overlapped similarity with children literature. They are both literature providing engaging story to its readers and in turn helps them to improve their language competency. Childrens literature and popular literature also have many other similarities proposed by other researchers, such as Ghosn (2002) and Sheu (2008). The methodology in this study is also clearly defined and could be imitated by other researchers who are interested in this field. Moreover, the authors for this article are also prominence and well credited in their study. Lao, C. Y., & Krashen, S. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28, 261-270.

Education and religion in Iran: The inclusiveness on EFL textbooks The focus of this paper is religion and education with particular reference to EFL textbooks. The writers of this paper aim to raise the awareness of research community, educators, and teachers regarding the interconnectedness of religion and education. In this study, the choice of EFL textbooks is deliberate. Good EFL textbooks offer learners a spectrum of learning, encompassing not only language but also culture. Celik and Turkan (2007) point out that an examination of EFL textbooks allows access to a large pool of source language beliefs and values. In Iran, the government is a key actor in preparing and controlling the school curricula, a students learning will become deeply affected by the content of textbooks. EFL textbooks are widely held to be an important platform giving awareness to students regarding their own cultural identity (Cortazzi and Jin, 1999). The writers analyzed three Iranian EFL textbooks written by Iranian authors prescribed by Irans Ministry of Education for the secondary level, were investigated using content analysis. Textbooks illustrations were scanned to determine any reference to Islamic religious concepts and rituals in the pictures of these textbooks. Finally, the number of images, lexical items and sentences depicting Islamic religious notions was tallied and the data were organized based on the themes revealed after a preliminary scanning of pictures, lexical items and sentences. The researchers found a predominance of the Shiite religious and cultural practices in the EFL textbooks. From a Western perspective, the analyzed EFL textbooks failed to portray the cultures and religions of Iranian minority groups. However, the authors would suggest that the concept of Western inclusiveness may not be applicable in the context of Iranian theocracy. In secular country where equality and equity are defined differently, this feature is less desirable. EFL textbooks do not expose students to the culture of the language that is being taught. Instead, Iranian foreign language textbooks serve to reinforce the Islamic religion and cultural ideology. However, textbook writers, educators, teachers, and social authorities should not go to extremes in highlighting minority groups in theocratic countries. This was an academic journal on an academic database, which has high credibility in an academic context. It was written to inform researchers and students rather than to entertain or advertise. The content of this article discussed about religious aspect in EFL textbooks in Iran, which is a theocratic country. I found this rather interesting because usually we analyzed and viewed textbooks mostly from secular country. This paper helps me to make comparison about EFL textbooks from secular and theocratic countries, Western perspective and Middle East perspective.

Cheng, K. K. Y., & Beigi, A. B. (2012). Education and religion in Iran: The inclusiveness on EFL textbooks. International Journal of Education Development, 32, 310-315. Communicative Language-Teaching through Sandwich Stories for EFL Children in China With more than 3.6 presecondary schoolchildren learning EFL in mainland China, publishers are now focusing their market to EFL textbooks. Today, almost all of EFL textbooks are advertising the latest in communicative language-teaching (CLT). However, CLT textbooks are problematic in the primary EFL classroom. Communicative techniques fail to work and information gaps are found to be not worth filling. Surveys of various kinds have continued to confirm that the whole idea of motivating Chinese-speaking children to introduce each other or talk about the Chinese Spring Festival, Mid-Autumn Festival, or their favorite pets among themselves in English is at best unrealistic, if not ridiculous (Ji, 1994; Bik-may, 1999). Harmer (1991) is positive about this view, stating that language-teaching is not just about teaching language, it is also about helping learners to develop themselves as people. CLT textbooks writers are so concerned with promoting reality in the classroom that they forget that reality for children includes imagination and fantasy. The sandwich method, also called code-switching or diglot-weave, or the bilingual method, has been in use for foreign-language-teaching for at least 30 years. It is an excellent way of getting beginners gradually to assimilate new vocabulary by setting it in a context that has not been denatured. In the provinces of Fujian and Guangdong, three types of experimental classes use the sandwich story methodology: Type I classes with children aged 4-5; Type II classes with children aged 6-7; and Type II classes with primary 4 th and 5th graders. A typical video/book class is conducted through the following two steps: 1. Revision where the children act out the story with the teacher as the narrator and 2. Story on TV, where the students watch the new story lesson on television and a song or rhyme is taught to enhance the pupils memory of the new English items. The sandwich experiments seem to have confirmed several arguments. First, because sandwich stories provide children with interesting and comprehensible input, intake occurs easily and in large quantities. Second, stories to children are as real as, or even more real than reality. Third, no matter how old or how fictional, stories are the best vehicle for teaching everyday language. This article broadens my horizon about language teaching techniques. It introduces me sandwich method to teach language and how to make sandwich stories. Although it is unlikely for me to do my research using sandwich technique but I can

apply it in my class in the future. Ji, Y. (1999). Communicative Language Teaching through Sandwich Stories for EFL Children in China. TESL Canada Journal, 17(1), 103-113. Childrens Learning Strategies in Language Immersion Classrooms Learning strategies are methods or techniques that individuals use to improve their comprehension, learning, and retention of information (Weinstein & Mayer, 1986). Strategies are typically described as mental procedures that assist learning and that occasionally can be accompanied by overt activities. The present study extends this work on learning strategies to third and forth grade foreign language learners in immersion settings. The study uses think-aloud techniques to reveal strategic differences between more and less successful learners for the kinds of language tasks they experience in their immersion classroom. More than two decades of research indicate that this approach is highly effective in developing an impressive level of foreign language proficiency in English-speaking children and grade-level or above achievement in English skills and content subjects. Three immersion programs in the Washington, DC, participated in the study and included five French immersion classrooms, three Spanish immersion classrooms, and six Japanese immersion classrooms. Data collected for the main study included classroom observation, annual think-aloud protocols, questionnaires, and interviews with teachers. Previous research with young language immersion learners has tended to focus on linguistic analyses and academic achievement. The findings of this study add to the immersion education literature by providing information about cognitive processing and learning strategies reported by immersion children. Across age levels, good language learners seem to be adept at monitoring and adapting strategies, whereas poor learners cling to ineffective strategies. It may be that less effective learners focus too much on the details, whereas more effective learners focus on the task as a whole. In the study reported here, low-rated students relied more on phonetic decoding during reading than on any other strategy, but high-rated students focused more on using background information and inferencing to understand a text. Chamot, A.U., & El-Dinary, P.B. (1999). Children's learning strategies in immersion classrooms. The Modern Language Journal, 83(3), 319-341.

Childrens Literature in Traditional Arab Schools for Teaching English as a Foreign Language Many theories have been developed by linguists, psychologists and researchers to explain the process of language acquisition. A variety of empirical and experimental studies were conducted based on certain theoretical assumptions. ESL instruction through authentic childrens stories highlights the importance of communicative, authentic, meaningful and purposeful texts for reading and writing. Naturally, children as well as adults are drawn to stories. It is also argued that stories are the fundamental grammar of all thought and communication in every language (Chambers, 1985). The purpose of the study is to examine the appropriateness of integrating authentic childrens literature in foreign language classrooms in terms of students attitudes and interaction in Arab elementary schools in Israel. The subjects of the research are third year student teachers in the English Department in the Academic Arab Institute for Teacher Training at Beit Berl College. The course of Childrens Literature is designed specifically for teaching EFL through stories in the elementary schools. Also serving as subjects were two groups of fifth and sixth graders who learned in an elementary school in adjacent town to the college. Qualitative methods were employed in this research to provide a genuine picture of the use of stories for teaching English as a foreign language in traditional Arab classrooms. The result shows that the trainees as well as the pupils expressed very positive opinions about teaching EFL through authentic childrens stories. More than 70 % of the participants expressed positive attitudes toward the English lessons and their participation in those lessons. Reading literature in the classroom represents a departure from their usual textbook activities. The result indicates that authentic childrens stories could be very motivating, enjoyable and a very effective source for foreign language learning. This researchs discussion, exploration, and results echo the previous earlier literature I have read. This study emphasized the benefit and advantage from using childrens literature in EFL/ESL teaching and learning. The methodologies and literature in this article are clear and systematic. The qualitative research method used provided me with deeper understanding about how to conduct a qualitative study. The data collection involved class observations, observation notes, general reflections and videotaping. Rass, R. A., & Holzman, S. (2010). Childrens literature in traditional Arab schools for teaching English as a Foreign Language. English Language Teaching, 3(1), 64-70.

Why & Why Not Literature: A Task-Based Approach to Teaching Literature The major accountability of EFL teachers is to assist learners to reach their best potentials and to be eventually communicatively competent. In order to achieve these goals, teachers ought to go beyond the traditionally held views of mastering linguistic accuracy of form and structure because they do not definitely guarantee to be semantically, syntactically, and above all, pragmatically competent. It is believed that literature could serve this end. Unfortunately, literature has not been embraced enthusiastically by teachers in junior high schools and high schools in Iran because a couple of reasons have deterred language teachers from embarking upon literature in their classes, the most intimidating of which lies in the complexities of literature. The merits of literature are multifarious. The first advantage of literature which merits paying attention to is its function in language learning. Van (2009) states that since literature is full of instances of real-life language in various situations, it provides unprecedented opportunities to ameliorate syntactic, pragmatic, cultural, and discoursal awareness among learners. The second advantage of literature which is highlighted here is its impetus to bring about desirable motivation on the part of the learners. Third, literature has the potentiality to change attitudes and perceptions, and to diminish negative conducts and prejudices while boosting catharsis, empathy, sympathy, forgiveness, tolerance, etc. A task-based approach is another method to teach literature. Nunan (1989) explicates that a communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form. The task should have a sense of completeness, being able to stand as a communicative act in its own right. This article has a number of similarities from the previous articles, in which it states the importance and advantages in using literature in teaching. The task-based approach proposed by the author also very similar to communicative language teaching in which they stressed the importance of meaning and context. The weakness of this article is the author only introduced this method without doing the actual research or study on the participants. However, this article is useful and related to my research interest which is about childrens literature and EFL/ESL teaching. Khatib, M., Derakhshan, A., & Rezaei, S. (2011). Why & why not literature: A taskbased approach to teaching literature. International Journal of English Linguistics, 1(1), 213-218.