초등영어교육에서 포스트모던 그림책의 재발견: 상호텍스트적 읽기 프로그램 개발 및 적용
Rediscovery of Postmodern Picture Books in Primary English Education: Developing and Implementing an Intertextual Reading Program
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The aim of this study is to develop and implement an Intertextual Reading (IR) Program for primary English learners using postmodern picture books. The study developed an IR program in which the instructional model was designed based around four selected sets of texts. Each set of texts comprised of two picture books for a total of eight picture books. The instructional model consisted of three stages of preparation, exploration, and expansion for each set of texts. In order to find the usability of the program in a primary English class, two specific texts were chosen: Black and White (1990) and Why the Chicken Crossed the Road (1987) by David Macaulay were used for thirty-one 6th graders. Throughout the classes, the participating children recognized the limitation of their linear reading and the needs for new reading strategies. By developing different reading strategies, they could understand textual non-linearity and construct the meaning of the text by reading collaboratively in small groups. The children could also understand the intertextuality of the two texts and expanded their integrated thinking skills. Based on the results, some educational implications are provided. First, this study can provide a brief understanding of the intertextuality of postmodern picture books such as text selection and application of the IR Program to teachers. Second, the IR Program can benefit children in the real society with blurred boundaries between online and offline literary contexts by providing authentic literacy activities. Finally, children are expected to be aware of the interdependence of human society from the collaborative meaning construction provided by the IR Program.
Abstract
The aim of this study is to develop and implement an Intertextual Reading (IR) Program for primary English learners using postmodern picture books. The study developed an IR program in which the instructional model was designed based around four selected sets of texts. Each set of texts comprised of two picture books for a total of eight picture books. The instructional model consisted of three stages of preparation, exploration, and expansion for each set of texts. In order to find the usability of the program in a primary English class, two specific texts were chosen: Black and White (1990) and Why the Chicken Crossed the Road (1987) by David Macaulay were used for thirty-one 6th graders. Throughout the classes, the participating children recognized the limitation of their linear reading and the needs for new reading strategies. By developing different reading strategies, they could understand textual non-linearity and construct the meaning of the text by reading collaboratively in small groups. The children could also understand the intertextuality of the two texts and expanded their integrated thinking skills. Based on the results, some educational implications are provided. First, this study can provide a brief understanding of the intertextuality of postmodern picture books such as text selection and application of the IR Program to teachers. Second, the IR Program can benefit children in the real society with blurred boundaries between online and offline literary contexts by providing authentic literacy activities. Finally, children are expected to be aware of the interdependence of human society from the collaborative meaning construction provided by the IR Program.
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