In the following, the author is going to depict the benefits of working with fantasy literature in the in the English Foreign Language Classroom.
In the beginning, it is important to define the term "fantasy" as such correctly so you can evaluate its value for teaching English as a foreign language. Based on the definition of fantasy as theoretical background, the author is going to present the potential of fantasy literature and why it should be part of the curriculum. While doing so, hisfocus will be on Joanne Kathleen Rowling’s novel "Harry Potter and the Philosopher’s Stone" for which the author is going to delineate an analysis. Secondly, the aspects of the practical implementation will be considered until the final teaching unit will be presented.
The bottom line of this term paper should emphasize the importance of teaching fantasy literature in the EFLC by leaning on the works of noted philologists such as Ulf Abraham and authors as J.R.R. Tolkien or J.K. Rowling herself
Table of Contents
1. Introduction
2. Theoretical Background
2.1 Defining the Term “Fantasy”
2.2 Advantages of Teaching Fantasy Literature in the EFLC
3. Harry Potter and the Philosopher’s Stone: Analysis and teaching potential
4. The Practical Implementation of Teaching Harry Potter and the Philosopher’s Stone in the EFLC
Objective & Thematic Focus
The primary objective of this paper is to demonstrate the pedagogical value of integrating fantasy literature, specifically J.K. Rowling’s Harry Potter and the Philosopher’s Stone, into the English Foreign Language Classroom (EFLC) to enhance student motivation and foster essential linguistic and social competencies.
- The theoretical foundations and definitions of the fantasy genre.
- Benefits of utilizing literature over strictly factual texts for language acquisition.
- Narrative and character analysis of Harry Potter and the Philosopher’s Stone.
- Practical pedagogical strategies for a sixth-grade teaching unit.
- Development of students' social, intercultural, and reading competencies.
Excerpt from the Book
3. Harry Potter and the Philosopher’s Stone: Analysis and teaching potential
One of the most common fantasy novels for teaching English as a foreign language appears to be the Harry Potter series of Joanne Kathleen Rowling. Set in London, it tells the story of the eleven year old Harry Potter who finds out he is a wizard and attends the Hogwarts School of Witchcraft and Wizardry. At the end of the school year he is up against his parents’ murderer and dark wizard Lord Voldemort and manages to defeat him.
The plot is told by an omniscient narrator from Harry’s point of view including his thoughts and feelings. The first chapter is a flashback to the point when Voldemort is defeated, Dumbledore finding out about Harry having survived and leaving him to the Dursleys. The following chapters are narrated from Harry’s view. The noticeable themes are friendship, loyalty, bravery, love and individuality. As Harry grows up being unloved and constantly disdained by his aunt, uncle and cousin, he always has the feeling he is guilty for being different than them. At the point he finds out that he is a wizard, he still struggles to fit in the new world as he does not know anything about it. During a scene from the chapter Diagon Alley he meets Draco Malfoy and realizes there are outsiders in the wizard world too and that he might be one of them as he grew up with the so-called “Muggles” (cf. Rowling 1997: 60-61). Throughout the novel Rowling emphasizes how different personalities are valuable for a community by presenting Neville Longbottom as the clumsy and actually coward boy who still manages to stand up for what he believes is right and gets rewarded by Dumbledore in the end (cf. ibid.: 221). Also Harry, Ron and Hermione are characters with individual personalities and
Summary of Chapters
1. Introduction: This chapter outlines the role of literature in the EFLC and establishes the motivation behind using fantasy novels to engage students.
2. Theoretical Background: This section defines the fantasy genre and examines the pedagogical advantages of literary texts in fostering creativity and language learning.
3. Harry Potter and the Philosopher’s Stone: Analysis and teaching potential: This chapter analyzes the plot, characters, and major themes of the novel, evaluating why they are particularly effective for students in the Mittelstufe.
4. The Practical Implementation of Teaching Harry Potter and the Philosopher’s Stone in the EFLC: This chapter details a comprehensive teaching unit for sixth-grade students, integrating various interactive tasks to improve linguistic and social skills.
Keywords
Fantasy literature, EFLC, Harry Potter, language acquisition, teaching unit, motivation, secondary school, J.K. Rowling, reading comprehension, social competencies, grammar, vocabulary, Mittelstufe, intercultural competence, pedagogical strategy.
Frequently Asked Questions
What is the fundamental focus of this academic paper?
The paper argues for the integration of fantasy literature into English foreign language classes as a tool to increase student motivation and improve language learning outcomes.
What are the central themes discussed in the work?
The core themes include the definition of the fantasy genre, the advantages of using literary fiction over factual texts, and the analysis of character development and moral lessons in Harry Potter.
What is the primary research goal?
The goal is to demonstrate how Harry Potter and the Philosopher’s Stone can be used as effective teaching material to foster reading, speaking, and listening competencies in a sixth-grade classroom.
Which pedagogical methods are applied?
The teaching unit employs interactive methods such as think-pair-share, text puzzles, creative writing, Tabu games, and rotation work to actively involve students.
What does the practical section cover?
The practical section describes a specific teaching unit consisting of four double lessons, outlining time management, task structures, and learning objectives adapted from the Hessische Bildungsstandards.
Which key terms characterize this study?
Keywords include fantasy literature, EFLC, motivation, reading comprehension, social competencies, and pedagogical implementation.
Why does the author prefer Harry Potter over classic literature?
The author argues that students are more likely to identify with the protagonists and themes of fantasy literature, which leads to higher engagement and willingness to learn compared to traditional "high literature" classics.
How does the teaching unit foster social competencies?
Social skills are developed through group work, such as creating Tabu cards, performing role-plays, and participating in rotation activities that require negotiation and collaboration.
- Arbeit zitieren
- Talia Baskaya (Autor:in), 2016, The Advantages of Teaching Fantasy in the English Foreign Language Classroom. Teaching "Harry Potter and the Philosopher’s Stone", München, GRIN Verlag, https://www.grin.com/document/513417
