The following term paper will deal with the significance of teaching ethic values in school and how it can take place simultaneously with foreign language classes. In this case, the English Foreign Language Class (EFLC) will be in our focus. Above all, the main topic will be about how teachers can avail themselves of using YAL in order to teach the foreign language contemporaneous with ethical values. In order to do so, YAL will be defined and its importance for the EFLC will be emphasized. In this regard the chances and possibilities will be presented, furthermore the problems and challenges will be explained. Subsequently, the significance of teaching ethic values will be pointed out in combination with the competences which English teachers are ought to foster. Lastly some examples for teaching ethic values with YAL will be presented with the help of chosen novels which can be utilized in the EFLC.
Tutorizing literature has always been an essential part of the curriculum for language teaching classes and owns a granted position in the language teaching process. In particular for Mittel- and Oberstufe canonical literature used to be the classical material teachers ought to make use of, whereas in the last years Young Adult Literature (YAL) seems to have a chance of taking its place. While YAL has been utilized in primary schools since the early 1990’s, it has made its way into the Mittelstufe toward the end of the 1990’s and has slowly started to appear in the Oberstufe nowadays. Several positive experiences, recommended novels, teaching units and additional material are available by now, whereas there is still a lack of systematic analyses concerning the learning goals and teaching possibilities in different school years. In addition, YAL consistently has to deal with its prejudiced reputation as teachers, parents and linguists tend to underestimate the worth and possibilities which underlie non-classical literature.
Table of Contents
1. Introduction
2. How is YAL defined?
3. Advantages and risks of reading and teaching YAL
4. The Significance of Teaching Ethical Values
5. Competences That Can Be Fostered by YAL
6. Examples of How YAL Can Teach Moral Values
7. Conclusion
8. Works Cited
Objectives and Themes
This paper explores the role of Young Adult Literature (YAL) within the English Foreign Language Class (EFLC), specifically examining its potential to serve as a medium for moral education and ethical development. The central research question investigates how teachers can effectively integrate YAL to foster both linguistic competence and ethical values in adolescents.
- The pedagogical value of non-canonical literature in foreign language classrooms.
- Challenges and opportunities associated with teaching YAL, including student motivation and workload.
- The integration of ethical instruction within English curricula.
- Specific strategies for addressing contemporary moral dilemmas using selected Young Adult novels.
- Alignment of YAL-based teaching with state-mandated educational standards.
Excerpt from the Book
6. Examples of How YAL Can Teach Moral Values
To start with one of the most current examples of young adult literature one could name Jay Asher’s 13 Reasons Why, a novel that is about a teenager girl who gets mobbed and raped until she commits suicide. After it has been published as a series on Netflix, the novel has become popular again, as it deals with everyday problems teenagers have and focuses on serious conflicts. The storyline has been critized by many psychologists as there is the risk of the so called “Werther-effect”, which means that young people tend to imitate the protagonist’s actions, especially the suicide in case of depression (cf. Brendler 2017: 1). Nonetheless, it is still a successful and valuable YAL-novel that should not be underrated. The topics depression, mobbing, alcoholism, and rape have a central role and offer possibilities for classroom discussions and ethical education.
Among the several ways tasks could be given in to foster the competences the Bildungsstandards require, for example acting out scenes or writing diary entries from a different perspective, many ethical values and competences listed in the Kerncurriculum, in this case particularly concerning the self-determined living in the mediatized world in which they have to reflect happenings and also being aware of values. In terms of 13 Reasons Why the teacher’s goal should be to emphasize the risks of mobbing, the danger of depression and most importantly the guilt of rape and how it should neither be tolerated as a trivial offense or fun nor ignored. Discussions, scene-plays, essays and many other tasks are possibilities to simultaneously foster the students’ foreign language abilities and teach moral values and ethical norms.
Summary of Chapters
1. Introduction: This chapter outlines the shift from traditional canonical literature to Young Adult Literature and defines the research scope regarding ethical education in the EFLC.
2. How is YAL defined?: This section discusses various academic perspectives on what constitutes Young Adult Literature, focusing on target age groups, thematic content, and stylistic characteristics.
3. Advantages and risks of reading and teaching YAL: This chapter evaluates the motivational benefits of YAL for teenagers alongside the professional challenges teachers face, such as selecting appropriate materials and managing time constraints.
4. The Significance of Teaching Ethical Values: This section explores the school's duty in character development and moral education, arguing that literature offers a profound platform for ethical inquiry.
5. Competences That Can Be Fostered by YAL: This chapter connects YAL to official educational standards (Bildungsstandards) and examines how it can help develop social, personal, and intercultural competences.
6. Examples of How YAL Can Teach Moral Values: This chapter provides practical applications by analyzing specific novels like 13 Reasons Why, Harry Potter, and The Hate U Give as tools for discussing social and moral issues.
7. Conclusion: This chapter synthesizes the main findings, reiterating that YAL is an essential resource for both language learning and the fostering of student interpersonal growth.
8. Works Cited: This section lists the academic sources and texts referenced throughout the paper.
Keywords
Young Adult Literature, YAL, English Foreign Language Class, EFLC, Ethical Values, Moral Education, Character Development, Foreign Language Teaching, Educational Standards, Student Motivation, Intercultural Competence, Social Competence, Literary Didactics, Teenage Fiction, Pedagogical Innovation.
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines the pedagogical significance of using Young Adult Literature (YAL) in English Foreign Language classes, particularly as a tool for teaching ethical values to students.
What are the core themes addressed?
The core themes include the definition and evolution of YAL, the role of schools in character education, the integration of ethical instruction in language classes, and the specific application of novels for discussing modern societal issues.
What is the ultimate goal of the research?
The research aims to demonstrate that English teachers can and should use YAL to help students develop both language skills and personal, ethical strength, effectively bridging the gap between language learning and moral development.
Which educational approach is highlighted?
The paper advocates for an interdisciplinary approach, where EFL teachers cooperate with colleagues in subjects like Religion, History, or Ethics to provide a comprehensive educational experience through literature.
What does the main body analyze?
The main body analyzes the definition of YAL, explores the advantages and risks of using it in the classroom, discusses the necessity of ethical education, and reviews how specific novels can be utilized to meet educational standards.
Which key terms describe this work?
Key terms include Young Adult Literature, ethical inquiry, character development, pedagogical motivation, and foreign language teaching.
How does the author address the risk of the "Werther-effect" in literature classes?
The author acknowledges the risk of imitation in cases like the novel 13 Reasons Why but argues that professional mediation allows teachers to address these risks constructively rather than avoiding the sensitive topics altogether.
Why is the novel 'The Hate U Give' considered particularly relevant for the classroom?
It is highlighted for its up-to-date relevance in dealing with complex topics such as racism, police violence, justice, and identity, providing authentic material for discussing civil courage and democratic participation.
- Citar trabajo
- Talia Baskaya (Autor), 2017, The Significance of Teaching Young Adult Literature in the English Foreign Language Class, Múnich, GRIN Verlag, https://www.grin.com/document/513419
