The Post Millennium Structuralism in Teaching Children's Literature

Ream Odetallah

doi:10.5296/ijele.v1i3.3506

Abstract

This paper sheds light upon the newly existed literary movement, the post-millennium structuralism, which is a complete deviation from the last century's movements. The paper experiments the literary approach of the latest phenomenon in a digital scene retrieved from of one of the most popular stories of the nineteenth century, Alice's Adventures in Wonderland by Lewis Carroll. The approach does not only indicate the importance of the deviations in the story that goes in parallel with the pace of the technological and materialistic world as children become more consciously aware at earlier ages, but also summons the EFL educators on the new standards of teaching literature to children. The paper also manifests the psychological and academic features of the non-native English learners during their developing years and how they involuntarily and intentionally construct the new teaching trends in literature, which would never be stabled as long as education presumes.

Highlights

In the late twentieth century drastic changes have occurred in the educational systems as students' more demands have been based on English Language learning through the uses of multimedia and internet materials inside classrooms
It is not as simple as it may be when conducting a reading class to EFL children since literature has always been a traditional reading class time, so what is presented in this paper is the most modern way to teach literature with two examples from Lewies Carroll's Alice's Adventures in Wonder land using the post-millennium structuralism approach
In a small study conducted to thirty two students of grades five and six from one of the best private schools in a small town, Al Ain in the United Arab Emirates, it has been verified that most students have watched the Disney Digital 3D, Alicein Wonderland, and only two students have read it

Summary

Introduction

In the late twentieth century drastic changes have occurred in the educational systems as students' more demands have been based on English Language learning through the uses of multimedia and internet materials inside classrooms This has steered the academic learning from books to computers, projectors, interactive whiteboards and mobile phones, encouraging students to the visual and pragmatic learning strategies, which in return imposing the contemporary and modern TEFL teachers to innovate new methods for classroom instructions. It is not as simple as it may be when conducting a reading class to EFL children since literature has always been a traditional reading class time, so what is presented in this paper is the most modern way to teach literature with two examples from Lewies Carroll's Alice's Adventures in Wonder land using the post-millennium structuralism approach. Their replies imply that they are quick visual learners with no interest at all in detailing the stories from start to end, disregarding the students' comprehension levels

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Conclusion