What Today's Children Read from "Happily Ever After" Cinderella Stories

Autor/in	Lee, Young Ju
Titel	What Today's Children Read from "Happily Ever After" Cinderella Stories
Quelle	In: Pedagogies: An International Journal, 17 (2022) 1, S.37-53 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2020.1781641
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Fairy Tales; Teaching Methods; Social Influences; Power Structure; Social Class; Gender Issues; Social Attitudes; Social Behavior; Critical Literacy; Workshops; Grade 3; Grade 4; Elementary School Students; Student Attitudes; South Korea + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Social classes; Soziale Klasse; Geschlechterfrage; Social attidude; Soziale Einstellung; Social behaviour; Soziales Verhalten; Kritisches Lesen; Lernwerkstatt; Schulung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Schülerverhalten; Korea; Republik
Abstract	By illustrating how eight Korean English language learners came to understand embedded assumptions from traditional fairy tales and retell the tales through a critical literacy framed English literacy workshop, this qualitative study argues that fairy tales as English reading texts can effectively cultivate English learners' critical stance and expand their understanding of texts. This article focuses on discussions about and the reconstructions of fairy tales produced by students throughout an English literacy workshop. The findings reveal that the students started to display a critical stance and expand their understanding of varied social assumptions related to power, class, gender, and social norms grounded in their reality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01