The Internet TESL Journal

Using Internet-Based Children's Literature to Teach EFL

Larry J. Mikulecky Mikuleck(at)Indiana.edu Indiana University, Bloomin ton (Bloomin ton, I!, US") http://iteslj.org/Techniques/Mikulecky-OnlineChildrensLit.html

Introduction
Even thou h it has #een nearly t$enty%&ive years since scholars #e an e'hortin E(L and ESL teachers to use children)s and youn adult literature to teach adult learners ((lickin er, *+,-), the .ractice has never #ecome $ide%s.read. /urin the .ast t$o decades, research has continued to document the #ene&its o& e'tensive L0 readin $ithin one)s .ro&iciency ran e (e. . children1s and youn adult literature). 2ne likely e'.lanation &or this .u33lin situation o& documented #ene&its #ut little actual use is the .ro#lem o& access (i.e. locatin a su&&icient ran e o& sim.le literature in En lish in a &orm that is economically &easi#le). 4oshen (*++5), an E(L teacher $ith e'.erience teachin in Le#anon, Syria and the United "ra# Emirates, has noted that e'.ense is a ma6or hurdle. This is es.ecially true i& a teacher must order multi.le co.ies o& several di&&erent titles needed to address a ran e o& student interests and lan ua e a#ility levels. Shi..in costs can dou#le the already hi h cost o& #ooks. 7hile this $as clearly a .ro#lem in *++5, $hen 4oshen &irst $rote o& it, a ro$in $ealth o& children1s and youn adult literature availa#le over the Internet can hel. overcome the .ro#lems o& access and e'.ense. (ree and ine'.ensive Internet resources can no$ allo$ teachers to more easily use children)s and youn adult literature to ain the #ene&its o& e'tensive L0 readin &or their students.

EvidenceSupportingthe ExtensiveReadingof Comprehensible Material

I& the only time one uses En lish is durin En lish class, it is very di&&icult to secure the .ractice time and develo. the voca#ulary needed &or ra.id ro$th in En lish .ro&iciency. /urin the .ast t$o decades, research has consistently documented the #ene&its o& e'tensive readin in L0 to the

develo.ment o& second lan ua e mastery. 7arin and !ation (088-) summari3e and synthesi3e nearly three do3en studies that demonstrate and e'amine the #ene&its o& e'tensive readin in L0 to im.rovement o& voca#ulary, rammar, readin com.rehension and $ritin . In order &or #ene&its to occur, the reader must already understand the ma6ority o& voca#ulary on a .a e. (or #e innin and intermediate level students, this means relatively sim.le lan ua e such as that &ound in children1s and youn adult literature. Lau&er (*+,+) and Liu and !ation (*+,9) demonstrated that unless a reader has control o& at least +9: o& $ords on a .a e, it is unlikely that he or she $ill #e a#le to use conte't to uess the meanin o& unkno$n $ords. Su#se;uent research (<sueh% =hao and !ation, 0888), indicates that .revious mastery o& even hi her .ercenta es o& voca#ulary (i.e. +,: or more) is associated $ith the most #ene&it in ne$ voca#ulary ro$th. These .ercenta es corres.ond $ith similar .ercenta es .resented in the *+-8)s #y Betts (*+->) &or mastery levels in L* readin o& En lish. Betts su ested usin voca#ulary mastery as one indicator o& a reader1s inde.endent, instructional or &rustrational readin level. Independent: ++: o& $ords already kno$n &or &luent, en6oya#le readin . Instructional: +,:%+9: o& $ords kno$n and some instructional su..ort such as teacher su estions, voca#ulary e'.lanations, illustrations etc. needed &or #ene&it. Frustrational: Belo$ +9: o& $ords kno$n can dama e &luency and lead to disru.tions in com.rehension strate ies. These su ested levels tend to match most o& our e'.eriences as readers. (e$ o& us $illin ly continue readin #ooks i& $e need to use a dictionary to understand *9%08 ne$ $ords on every .a e (i.e. 9: o& the $ords o& a .a.er#ack #ook .a e $ith ?88%-88 $ords), thou h $e can usually continue to read &luently i& $e encounter only three to &our ne$ $ords .er .a e. In "merican elementary schools, teachers sho$ children ho$ to use the @&ive%&in er method@ $hen selectin #ooks &rom the li#rary. (or each unkno$n $ord a child &inds on a .a e (usually containin a#out *88 $ords o& .rint), the child raises a &in er. I& &ive &in ers are raised #e&ore com.letin the .a e, the #ook is .ro#a#ly too di&&icult and the child should select another. /e.endin u.on the di&&iculty o& material to #e read and the technical com.le'ity o& academic and .ro&essional material, scholars di&&er on the num#er o& $ords and $ord &amilies a reader needs to master #e&ore #ene&itin &rom e'tensive readin (7arin and !ation, 088-). To #ene&it in voca#ulary ro$th &rom e'tensive readin o& sim.le, non% raded te't, .revious mastery o& 0888%?888 L0 $ords is su ested as a minimal level. This is rou hly com.ara#le to the voca#ulary level o& an avera e +%*8

year%old L* s.eaker. It also corres.onds to the voca#ulary level o& many hi h school and #e innin colle e level E(L learners.

FindingSimple,AccessibleandInexpensiveReadingsin English
"s has #een mentioned a#ove, children1s and youn adult literature in En lish has #een recommended &or more than t$o decades as a .otential source o& readin material &or e'tensive readin . It is only relatively recently, ho$ever, that the Internet has hel.ed to overcome .ro#lems o& access and e'.ense. There are &our $e#%sites that are .articularly rich in e'tensive and accessi#le children1s and youn adult literature and $hich have demonstrated a sta#le e'istence (as much as anythin on the Internet can #e called sta#le). These sites (descri#ed in the attached "..endi' in more detail $ith UAL)s current in 2cto#er 0885) .rovide a $ide ran e o& materials, to.ics, di&&iculty levels and so.histicated illustrations%% sometimes accom.anied #y oral readin s $ith animations. Even i& one1s E(L students don1t have easy access to the Internet, it is .ossi#le &or teachers $ith Internet access to do$nload and .rint out materials &or student use.

Waysto Usethe Resources

The main .oint o& usin these resources to increase student .ractice time $ith En lish outside the classroom. Thou h some class time mi ht #e used to sho$ $e#%sites to E(L students and model ho$ to use the stories, the ma6ority o& time should #e s.ent #y students doin assi ned or volunteer readin on their o$n. There are some thin s the teacher can do to make the readin e'.erience more .roductive &or students. (or e'am.le, the teacher can either match students to #ooks at a..ro.riate di&&iculty level or teach E(L students to use their o$n version o& the &ive%&in er method. The research cited earlier in this article indicates the most #ene&it is ained $hen students already kno$ +,: or more o& the $ords on a .a e. In addition, the teacher can .roduce ;uestions to uide readers1 attention and &ocus $hile readin . These same ;uestions can #e used #y rou.s o& t$o to three students &or oral discussion a&ter readin the same story. Belo$ are some assi nment ideas and choices that can &oster e'tensive readin #y E(L students. These assi nments mi ht #e s.read over several $eeks.

"sk students $ith access to youn er relatives to read and teach the En lish stories to their youn er relatives. "sk &uture teachers o& En lish to read sim.le stories and then desi n lessons &or youn er students. "sk students to kee. a list o& $hat they have read, #rie& summaries o& stories or cha.ters, and ne$ voca#ulary learned. <ave students do .resentations on stories to @sell@ them to other students. <ave students create their o$n sim.le stories in En lish, .ossi#ly $ith illustrations. The key elements here are &osterin more .ractice readin En lish outside the classroom and &indin enou h variety o& materials so all students can read somethin they can understand. In the last &e$ years, the availa#ility o& children)s and youn adult literature on the Internet has e'.loded and these resources $ill continue to ro$. In many .laces, access to Internet technolo y has #ecome easier than access to resources &or .urchasin .rinted #ooks. (or teachers and students $ith Internet access, it is time to reconsider ho$ En lish readin .ractice mi ht #e e'.anded throu h the use o& online children1s and youn adult literature.

References

Betts, E. ". (*+->). (oundations o& readin instructions $ith em.hasis on di&&erentiated uidance. "merican Book =om.any. (lickin er, 4. 4. (*+,-). Lan ua e, Literacy, =hildren)s LiteratureB The Link to =ommunicative =om.etency &or ES2L "dults. Ca.er .resented at the "nnual Meetin o& the Te'as State =ouncil o& the International Aeadin "ssociation (*0th, =or.us =hristi, TD, March *% ?, *+,-). (EAI= /ocument Ae.roduction Service !o. E/0>,98-). 4oshen, I. (*++5). ESL $ith =hildren1s Literature, En lish Teachin (orum 2nline Eol ?9 !o ?, July % Se.tem#er *++5 htt.BFFe'chan es.state. ovF&orumFvolsFvol?9Fno?F.*-.htm <sueh%chao, M and !ation, C. (0888). Unkno$n voca#ulary density and readin com.rehension. Aeadin in a (orei n Lan ua e vol *?, !o. * ... -8?%-?8. Lau&er, B. (*+,+) 7hat .ercenta e o& te't%le'is is essential &or com.rehensionG In =. Lauren and M. !ordman (eds) S.ecial Lan ua eB (rom <umans Thinkin to Thinkin Machines =levedonB Multilin ual Matters. Liu !a and !ation, I.S.C. (*+,9) (actors a&&ectin uessin voca#ulary in conte't. AEL= Journal *>(*)B ??%-0. 7arin , A. H !ation, I.S.C. (088-). Second Lan ua e Aeadin and Incidental Eoca#ulary Learnin . "n les on the En lish%s.eakin 7orld. Eol.-, ... **%00.

Appendix ExamplesandDiscussionof UsefulWebSitesContaining ChildrensandYoungAdult Literaturein English

(All linkscurrentas of October26, 2007)
1. Magic Keys: The Ma ic Ieys $e#%site (htt.BFF$$$.ma ickeys.comF#ooks) contains more than thirty illustrated stories at a $ide ran e o& di&&iculty levels. "t the #e innin reader level, a ood e'am.le is Aolando Merino)s illustrated and animated "l.ha#et #ook (htt.BFF$$$.ma ickeys.comF#ooksFal.ha#etFinde'.html ). (or lo$ intermediate level readers (i.e. *888%0888 $ord or a#out ?rd rade &or L*) an interestin e'am.le is Ealerie <ardin1s 4ro$ Jour 2$n 4ar oyle (htt.BFF$$$.ma ickeys.comF#ooksF ar oyleFinde'.html) story a#out a irl orderin stran e thin s &rom comic #ook advertisements. <i h intermediate readers (i.e. ?888K $ords or a#out >th rade &or L*) mi ht try =arol Moore1s science &iction story Second Thou hts (htt.BFF$$$.ma ickeys.comF#ooksFalienFinde'.html). 2. ByGosh: =lassic illustrated short stories, .oems and short novels can #e &ound at the By osh $e#%site (htt.BFF$$$.#y osh.comFinde'.html). There are more than *88 selections ran in &rom short, sim.le &olktales like The (o' and the =ro$ (htt.BFF$$$.#y osh.comF(eaturesF8+0888F&o'andcro$.html) $ritten at the lo$ intermediate level to Jack London)s classic youn adult novel =all o& the 7ild (htt.BFF$$$.#y osh.comFcot$Finde'.htm ) $ritten at the hi h intermediate level to several classic adult novels $ritten at still hi her levels. Thou h many o& the readin s $ill #e too di&&icult &or #e innin and intermediate readers, the variety o& &ree materials availa#le &rom this site is im.ressive. 3. Childrens Digital i!rary: (or the $idest selection o& materials in En lish, a use&ul site is the =hildren1s /i ital Li#rary (htt.BFF$$$.childrensli#rary.or FicdlFSearch7orld). This site has illustrated children)s #ooks in many lan ua es and more than *888 illustrated children)s #ooks in En lish. Books on the site can #e searched #y continent, len th, to.ic, reader a e and several other use&ul descri.tors. 2ne o& the advanta es is that it is sometimes .ossi#le to &ind material in En lish a#out to.ics $ith $hich E(L readers mi ht already #e culturally &amiliar. (or e'am.le, Eivian Tan)s Si hts and Sounds o& Sin a.ore and (easts and (estivals deal $ith to.ics and .laces that may already #e &amiliar to many "sian E(L students. 7hen a student already kno$s a ood deal a#out a su#6ect, it is easier to learn related En lish voca#ulary &or that su#6ect. Aenee Eillaneuva1s Lola)s E'traordinary <air or 7hy

Cinay1s "re Stron 7omen is a &olk%tale%like story a#out the coura e and ho.e o& a youn irl in the &ace o& re.eated ty.hoons. This is a #ilin ual novel (i.e. $ritten in #oth En lish and (ili.ino). There are many #ilin ual and trilin ual novels on this site such Aose Shomali Mulseh)s Sa$a Sa$a #ilin ual "ra#icFEn lish story o& a #oy tryin to decide i& doin house$ork is 6ust @$omen)s $ork.@ 2ne o& the more use&ul &eatures o& this site is the e'tensive search ca.acity. Thou h it doesn1t cate ori3e #ooks #y lan ua e di&&iculty level, it does cate ori3e them #y a e. Books in the ?%9 a e cate ory tend to #e aimed at #e innin readers and deal $ith the En lish al.ha#et and very sim.le voca#ulary. Books in the >%*8 a e cate ory are also mainly aimed at children, #ut there are still some titles that are #oth use&ul and acce.ta#le &or adolescent and adult En lish learners. (or e'am.le, /orothy 7hit&ield1s =ari# Bree3e (htt.BFF$$$.childrensli#rary.or FicdlFSim.leSearch=ate oryG idsLHlan idLH.numL*HcnumL*Hte'tL=ari#Hlan LEn lishHsearchLSearc h) is a collection o& .oetry $ith su#6ect matter a..ro.riate &or #oth children and adults. The stan3a, #elo$, &rom @The 7ind and I@ is a $onder&ul e'am.le o& strai ht%&or$ard .oetic lan ua e accessi#le to lo$ intermediate level adults and adolescents. I have #een talkin $ith the $ind The &lyin $ind, The cryin $ind. <e told o& &ishermen &ar &rom home 2n treacherous seas that si h and moan. 2& a lone #ird)s call in the em.ty air 2& darkenin $avesMo& chillin &earM The &lyin $ind The cryin $ind I have #een talkin to the $ind. (.. 9) (rancine <askins1 I Aemem#er *0* and Thin s I Like a#out 4randma (htt.BFF$$$.childrensli#rary.or FicdlFSim.leSearch=ate oryG idsLHlan idLH.numL*HcnumL*Hte'tL<askinsHlan LEn lishHsearchLSe arch) are narratives that use illustrations and sim.le lan ua e to .ortray &amily relationshi.s, daily li&e, and a solid sense o& culture. These #ooks use #asic voca#ulary related to &amilies and ro$in u. and clear illustrations to su..ort much o& the lan ua e #ein used. 2ther titles, like Sooriyarachchi)s The 7itches /au hter (htt.BFF$$$.childrensli#rary.or FicdlFBookCrevie$G #ookidLsoo$itcN88,-8880HsummaryLtrueHcate oriesL&alseHrouteLsim.l eN8N8N7itch1s:08dau hter) or <urd)s "'el the (ree$ay =at (htt.BFF$$$.childrensli#rary.or FicdlFSim.leSearch=ate oryG idsLHlan idLH.numL*HcnumL*Hte'tL(ree$ayHlan LEn lishHsearchLSe

arch) are $ritten $ith a sense o& humor that a..eals to #oth children and adults. There are **5 #ooks in En lish in the *8%*?%a e cate ory. Several are #io ra.hies, histories and moderate len th novels that are a..ro.riate &or adolescents and adults, thou h the lan ua e mi ht #e challen in &or some lo$ intermediate students. <arriet =heever)s Lord /ol.hin (htt.BFF$$$.childrensli#rary.or FicdlFSim.leSearch=ate oryG idsLH.numL*HcnumL*Hte'tLdol.hinHlan LEn lishHlan idL**), &or e'am.le, is a +5 .a e novel $ritten &rom the .oint o& vie$ o& a dol.hin. It is an en a in story $ritten at the avera e readin level o& an **%*0 year% old L* En lish reader (i.e. ?888K $ords). " sam.le .assa e &rom Lord /ol.hin &ollo$s #elo$. @"s the storm $ent crashin on, I ke.t thrustin mysel& do$n$ard in ho.es to .lun e lo$er than the storm circle. !o use. I $as u.#orne every time and a&ter many attem.ts kne$ it $ould #e #est to sim.ly &loat as I must. I had dri&ted &ar &rom the sailin vessel, $hen as I &loated hi h on the crest o& a $ave, I looked u.on a .leasure cra&t o& some kind, ridin hi h u.on the #reakers.@(.. 09) !ot all students $ould #ene&it &rom readin this .articular novel, #ut it $ould #e o& use to some and it has the #ene&it o& #ein #oth accessi#le and &ree. ". #u$!le!oo%s: The most technolo ically so.histicated site descri#ed in this article is Tum#le#ooks (htt.BFF$$$.tum#le#ooks.comF ). This is a su#scri.tion service $ith access to more than *88 children1s #ooks ran in &rom the #e innin to intermediate ran e o& di&&iculty. Books are la#eled $ith #oth a e and di&&iculty level ratin s. In the @Story#ook@ section o& the $e#%site, one can &ind several do3en $idely reco ni3ed titles in children)s literature like Ao#ert Munsch1s Ca.er Ba Crincess (htt.BFF$$$.tum#le#ooks.comFli#raryFas.F&ullN#ook.as.GCroductI/L,9 ) and /arlene =ronin)s humorous /iary o& a 7orm (htt.BFF$$$.tum#le#ooks.comFli#raryFas.F&ullN#ook.as.G CroductI/L009?) . These online stories take the illustrations o& the #ooks and animate the action. The stories are read orally $hile visually hi hli htin .hrases and voca#ulary $ords #ein read. This .rovides #oth a uide to .ronunciation and a sense o& the rhythm o& the En lish lan ua e. =lickin on a .articular $ord or .hrase can re.eat the .ronunciation. I1ve sho$n several o& these stories to colle e level E(L students $ho &ound them hi hly entertainin and asked to see more $hen I $anted to move on. They seemed enuinely .leased to #e a#le to use the En lish they had learned to easily &ollo$ the stories. They also en6oyed the adult humor many contem.orary children1s authors have em#edded into #ooks desi ned to a..eal to #oth children and their .arents, $ho #uy and re%

read the #ooks to their children countless times. The Tum#le#ooks site also has more di&&icult material in the section la#eled @Tum#le Aeada#les@. <ere on can &ind more di&&icult youn adult novels that can #e read online $ithout the illustrations or audio su..ort. Thou h these are less current than the children@s .icture #ooks in the @Story#ook@ section, Tum#le#ooks does .resent in a very reada#le &ormat .o.ular classics like Barrie)s Ceter Can and Ii.lin 1s Jun le#ook. It is .ossi#le to et a &ree ?8%day trail su#scri.tion &rom Tum#le#ooks. In addition, several .u#lic li#raries like the Illinois !et$ork o& Li#raries (htt.BFF$$$.ilkids3one.in&oF) and the St. <elena Cu#lic Li#rary (htt.BFF$$$.sh.l.or F.a esFtum#le#ooks.html) as $ell as the <ali&a' Ae ional Li#rary in =anada (htt.BFF$$$.hali&a'.u#licli#raries.caFkidsFtum#le#ooks.html) have made Tum#le#ooks availa#le online. I1m almost reluctant to .oint this out since I don)t kno$ ho$ lon this o.en access is likely to last. The Internet TESL Journal, Eol. DIII, !o. **, !ovem#er 0885 htt.BFFitesl6.or F htt.BFFitesl6.or FTechni;uesFMikulecky%2nline=hildrensLit.html