Contents
1. Introduction 1
2. Teaching stories to young adults in the FL classroom 2
3. Gary Soto's "Broken Chain"
3.1. Summary 4
3.2. Main Characters 5
3.3. Narrative Situation 6
3.4. Stylistic Devices 6
4. Gary Soto's "Broken Chain" in the EFL classroom
4.1. Presumptions 7
4.2. Pre-Reading Task 8
4.3. Detailed Description of one Lesson 9
4.4. While-Reading Task 10
4.5. Post-Reading Task 11
5. Conclusion 12
6. Works Cited 14
7. Appendix
Table of Contents
1. Introduction
2. Teaching stories to young adult in the foreign language classroom
3. Gary Soto’s “Broken Chain”
3.1. Summary
3.2. Main Characters
3.3. Narrative Situation
3.4. Stylistic Devices
4. Gary Soto’s “Broken Chain” in the EFL classroom
4.1. Presumptions
4.2. Pre-Reading Task
4.3. Detailed Description of one Lesson
4.4. While-Reading Task
4.5. Post-Reading Task
5. Conclusion
Objectives and Core Themes
This paper aims to demonstrate the integration of multicultural literature, specifically Gary Soto’s short story "Broken Chain," into the eighth-grade foreign language classroom to foster communicative competence and intercultural awareness. By providing a structured teaching unit, the paper explores how such texts help students identify with relatable characters while addressing socio-cultural issues.
- The didactic value of young adult literature in EFL settings.
- Analysis of the short story "Broken Chain" regarding characters and narrative style.
- Methodological implementation of pre-reading, while-reading, and post-reading tasks.
- Promoting intercultural learning and communicative skills through literature.
Excerpt from the Book
3. 1. Gary Soto’s “Broken Chain” – Summary
The short story “Broken Chain”, written by the Mexican-American author Gary Soto, features a boy’s struggle to look grown up, to develop his own sense of identity and to be accepted by girls.
Alfonso, the protagonist, is a seventh grade student of Mexican-American origin who does not like the way he looks like. Therefore, he cuts his hair to imitate a style he observed in a rock magazine, and does daily sit-ups to develop muscles in order to attract the attention of girls. Because his family cannot afford braces for his teeth, he even tries to straighten them himself, as he desperately wishes to look more handsome than average.
Arriving home, Alfonso’s older brother Ernie explains how two girls were supposed to meet him and his friend; unfortunately, they did not arrive, leaving Ernie feeling disappointed. Later that day, when Alfonso cycles through the neighborhood, he finds a little boy hanging upside down from the top of a barbed-wire fence, unable to free himself. Alfonso successfully rescues the child, and subsequently meets the boy’s sister, Sandra, who is grateful and agrees to Alfonso’s suggestion to go cycling with him a few days later.
Summary of Chapters
1. Introduction: Outlines the significance of incorporating relatable young adult literature in foreign language classrooms to increase student engagement and motivation.
2. Teaching stories to young adult in the foreign language classroom: Discusses the didactic benefits of literature, focusing on communicative competence, personal relevance, and the potential for intercultural learning.
3. Gary Soto’s “Broken Chain”: Provides a comprehensive literary analysis of the short story, including a plot summary, characterization, narrative techniques, and stylistic elements.
4. Gary Soto’s “Broken Chain” in the EFL classroom: Details a practical teaching unit for eighth graders, divided into pre-, while-, and post-reading phases to achieve specific learning objectives.
5. Conclusion: Summarizes the effectiveness of the teaching unit and suggests further avenues for exploring American history and multi-ethnic societies.
Keywords
Multicultural literature, Foreign language classroom, Gary Soto, Broken Chain, Young adult literature, EFL, Intercultural learning, Communicative competence, Alfonso, Identity, Mexican-American, Teaching unit, Didactics, Reading comprehension, Classroom discussion.
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the integration of multicultural literature, specifically Gary Soto's "Broken Chain," into English foreign language (EFL) instruction for students in the eighth grade.
What are the central themes discussed in this work?
Key themes include identity development in adolescence, the challenges of social appearance, intercultural communicative competence, and the use of literature to bridge cultural gaps.
What is the main objective of the proposed teaching unit?
The unit aims to improve students' communicative skills, encourage personal reflection, and foster understanding of the living conditions and perspectives of immigrants in the USA.
Which pedagogical approach does the author use?
The author employs a learner-centered, action-oriented approach, structuring the teaching process into pre-reading, while-reading, and post-reading phases.
What does the main part of the paper cover?
The main section provides a literary analysis of "Broken Chain" and a detailed, step-by-step description of a lesson plan designed to engage students with the text's content and themes.
Which keywords define this study?
The study is characterized by terms such as multicultural literature, intercultural learning, communicative competence, and EFL classroom practice.
Why is "Broken Chain" considered suitable for eighth-grade students?
The story focuses on universal adolescent problems like first love and appearance, allowing students to easily identify with the protagonist, Alfonso, regardless of their own cultural background.
How does the author propose to measure success in the classroom?
Assessment is suggested through the completion of creative tasks, such as diaries or posters, and active participation in classroom discussions that demonstrate an understanding of perspectives.
- Citation du texte
- Anne Volkmer (Auteur), 2012, Teaching Multicultural Young Adult Stories, Munich, GRIN Verlag, https://www.grin.com/document/205536
