The following term paper deals with teaching migrant youth literature in a foreign English language classroom by using drama strategies in a 10th grade of a secondary I school. The second chapter of this term paper analyzes the term literature and defines its subgenres novel and young adult literature. Referring to that, the second chapter concludes with the analysis and description of migrant youth literature since it is fundamental for this term paper.
The third chapter explains the importance of teaching literature in a foreign English language classroom by using drama strategies with the focus on migrant youth literature. For this purpose, the novel "Be Strong, My Abela" is taken into consideration for teaching a 10th grade of a secondary I school in migrant youth literature. The term paper ends with a conclusion about the necessity of teaching migrant youth literature in a foreign English language classroom.
The process of migration is an intensely personal experience. It seems easy for societies who live in peace and are well-off to judge people who migrate to the countries they live in. However, no one knows how painful it feels to leave a place that home for years. Literature is a cultural artifact that enables readers to cross borders. Migrant youth literature offers students the possibility to have an insight across the borders that are constructed by society. Besides that, migrant youth literature offers an intercultural and multilingual map of the world that redraws boundaries by building bridges between people.
Table of Contents
1. Introduction
2. The Definition of Literature
2.1 The Novel - a form of Literature
2.2 Young Adult Literature - a subgenera of the Novel
2.3 Migrant Youth Literature - a form of Young Adult Literature
3. The importance of teaching Literature in a Foreign English Language Classroom
3.1 Teaching migrant youth literature in a foreign English language classroom
3.2 Teaching “Be Strong, My Abela” in a 10th grade of a secondary I school as an example of migrant youth literature
4. Conclusion
Objectives and Topics
This term paper explores the pedagogical benefits of integrating migrant youth literature into the foreign English language classroom for 10th-grade students. It aims to demonstrate how literary analysis, combined with drama strategies, can foster intercultural competence, political awareness, and identity formation, while providing students with a deeper understanding of the complexities surrounding migration.
- The theoretical definition of literature and its relevant subgenres.
- The specific role of migrant youth literature in education.
- Pedagogical approaches including drama strategies in the English classroom.
- Critical reflection on migration, identity, and social issues using the novel "Be Strong, My Abela".
Excerpt from the Book
3.2 Teaching “Be Strong, My Abela” in a 10th grade of a secondary I school as an example of migrant youth literature
The migrant youth novel “Be Strong, My Abela” tells the stories of two teenage girls named Abela and Rosa. Abela is a teenage girl who lives with her mother, sister and grandmother in a village of Tanzania. They live under very plain circumstances, do not have much to eat and stay in a mud. During the story she loses her mother and sister because of HIV. After the death of them, her uncle comes from England to Tanzania and sends her off to London without even asking her. Her uncle schemes to sell her to a rich white family. Before Abela was send to England, her grandmother cuts her female genital to make her pure for her journey. In London she stayed with her uncles English wife Susie who poses as Abela’s mother. From that day on Abela is forced to stay indoors in Susie’s small flat. She had to do the cooking and cleaning for her. Abela’s future seems to be uncertain. She does not know that she is illegal and therefore does not understand why she could not visit school. One day she decides to leave the flat and go to school where the teachers informs the social services which leads to the result that Abela is accommodated in a foster care and Susie is prosecuted for her wrong behavior (85). In contrast to Abela, Rosa lives a good life and has everything she could possibly want. Rosa is a teenage girl who lives with her English single mother in the city of Sheffield. One day Rosa’s mother explains her that she wants to adopt a girl. However, Rosa is not happy with this decision and refuses to accept it until she gets to know that her mother wants to adopt a girl from Tanzania, where her father comes from, so that Rosa has a sister who looks like her. At the end of the novel, Rosa’s mother adopts Abela and they become a family.
Summary of Chapters
1. Introduction: This chapter outlines the motivation for the paper, focusing on the personal and social significance of migration and its treatment within educational literature.
2. The Definition of Literature: It provides a theoretical grounding by defining literature, the novel as a subgenre, young adult literature, and specifically, migrant youth literature.
2.1 The Novel - a form of Literature: This section details the major literary elements of the novel, such as plot, setting, characters, theme, and voice, which are essential for textual analysis.
2.2 Young Adult Literature - a subgenera of the Novel: It identifies young adult literature as a pivotal genre for school syllabuses due to its authentic language and relevance to adolescent issues.
2.3 Migrant Youth Literature - a form of Young Adult Literature: This chapter explores the emergence and thematic focus of migrant youth literature, including the experiences of displacement and cross-cultural identity.
3. The importance of teaching Literature in a Foreign English Language Classroom: It discusses the general linguistic and pedagogical benefits of using literary texts, particularly novels, in foreign language instruction.
3.1 Teaching migrant youth literature in a foreign English language classroom: This part examines how migrant youth literature can be used to foster social and political awareness regarding refugee issues and diversity.
3.2 Teaching “Be Strong, My Abela” in a 10th grade of a secondary I school as an example of migrant youth literature: A practical application of the research, analyzing how the novel can be used to meet curriculum guidelines regarding identity and social issues.
4. Conclusion: The concluding chapter summarizes how intensive textual examination and the use of drama strategies create a comprehensive learning experience for students regarding migration.
Keywords
Migrant youth literature, English language teaching, drama strategies, identity, migration, secondary school, pedagogical approach, novel, intercultural competence, social issues, textual analysis, Be Strong My Abela.
Frequently Asked Questions
What is the core subject of this paper?
The paper focuses on the pedagogical value of teaching migrant youth literature within a foreign English language classroom, specifically for 10th-grade students.
What are the central themes addressed in the text?
Central themes include the process of migration, identity formation in adolescence, the challenges of cultural integration, and the impact of social and political circumstances on individuals.
What is the primary objective of this work?
The objective is to demonstrate that migrant youth literature, combined with drama strategies, helps students reflect on societal issues, improve their language skills, and develop intercultural empathy.
Which scientific method is utilized in this paper?
The paper employs a theoretical and analytical literature review method, applying established pedagogical concepts to the specific teaching of a migrant youth novel.
What is covered in the main body of the paper?
The main body covers the definition of literature, the analysis of specific subgenres, the importance of teaching literature for language acquisition, and a practical application study of a novel in a school setting.
Which keywords best characterize this work?
Key terms include migrant youth literature, drama strategies, intercultural competence, identity, and foreign language teaching.
How does the author define the role of drama strategies in this context?
Drama strategies are seen as tools to activate students, foster empathy, and provide an exploratory learning environment that facilitates deeper engagement with literary themes.
Why is "Be Strong, My Abela" chosen for the case study?
The novel is used because it effectively illustrates two contrasting teenage lives, covering complex themes like illegal immigration, adoption, and cultural identity that align with curriculum requirements.
- Citation du texte
- Filiz Malci (Auteur), 2019, Teaching Migrant Youth Literature in a Secondary I School Using Drama Activities, Munich, GRIN Verlag, https://www.grin.com/document/587989
