Please use this identifier to cite or link to this item:

Title: Literature-based Discussion Groups Revisited
Authors: 周利華
Chou, Li-Hua
Keywords: teacher-centered pedagogy;literacy;literature-based discussion groups
Date: 2007-12
Issue Date: 2018-05-09 16:44:05 (UTC+8)
Abstract: Traditional teacher-centered pedagogy prevails in contemporary literacy classrooms, both in first language (L1) and in second language (L2) classrooms. In these classrooms, teachers dominate most of the talk while students' voices are seldom heard. This paper points out the inherent flaws in this pedagogy, suggesting that teachers incorporate literature-based discussion groups in the classroom. The piece then compares and contrasts the various types of literature-based discussion groups and the inquiry on their impact in the classroom. The review demonstrates the advantages of implementing this pedagogy in different classrooms, while simultaneously identifying limitations of the study of literature-based discussion groups. This review reveals that more research on the academic and social impact of literature-based discussion groups is necessary.
Relation: Taiwan Journal of TESOL, 4(2),67-88
Data Type: article
Appears in Collections:[臺灣英語教學期刊 THCI] 期刊論文

Files in This Item:

File Description SizeFormat
42-67-88.pdf157KbAdobe PDF190View/Open

All items in 學術集成 are protected by copyright, with all rights reserved.

社群 sharing