While the traditional use of literature at schools usually relies on interpretation and the existence of a ‘correct’ way of interpreting the text, more recent theories like the aesthetics of reception focus on the dynamic interaction between the text and its readers, aiming at a type of aesthetic reading.
Charles Dickens’s novel of the miser Ebenezer Scrooge being visited by the three ghosts of Christmas and turning over to a new leaf is probably one of the best-known English novels; it is alluded to in many other pieces of literature, in films and even comics. This, banal as it may be, is already the first reason for choosing A Christmas Carol as a topic, since all the gags and allusions elsewhere would not be understood without some knowledge of Dickens’s novel.
Reading experiences also play an important role when it comes to motivation: other classic novels by Dickens like Oliver Twist, Great Expectations or David Copperfield, or their film adaptations may serve as a motivation for reading A Christmas Carol, or vice versa.
Finally, apart from conveying a moral message, Dickens’s story also portraits the Victorian age of Britain and its nuisances as vivid as only few other novels, which stays in mind far better than only hearing a report.
Table of Contents
1. Literary didactics
2. A Christmas Carol – Why such a ‘hackneyed’ story?
3. Possibilities of using Dickens in the classroom
4. Elements of the instructional unit
4.1. Preparation
4.2. Introduction to the novel
4.3. The first of the three ghosts
4.4. The second of the three ghosts
4.5. The last of the ghosts and the end of the Carol
4.6. Adaptations of the text
4.7. Leading over to Christmas in general
5. A model syllabus
6. References
Objectives and Core Topics
This work explores the didactical implementation of Charles Dickens’s "A Christmas Carol" in foreign language teaching. It aims to demonstrate how literary texts can be used to foster intercultural understanding, language proficiency, and student motivation through structured instructional units.
- Didactic integration of literature in English language classrooms
- Motivations for selecting classic literary works for modern students
- Interdisciplinary potential and creative methods of text engagement
- Development of reading comprehension and empathetic skills
- Use of multi-media adaptations to support text analysis
Excerpt from the book
4.1. Preparation
Before introducing the text itself, some preparation seems appropriate. Listing new vocabulary or grammatical constructions is disputable with regards to their actual effects: are they really an aid for better understanding or more a hindrance, underestimating the learners’ ability of ‘intelligent guessing’? KNAPP (1972, 353seq.) states: “It is not that vocabulary or idiom is not an important area of study, nor that it should not be studied in context [...] but that teachers should not confuse the teaching of reading comprehension skills with the teaching of vocabulary or idioms.”
Yet an acquaintance with the cultural background of Dickens’s novel(s) may well help learners understand not only the main action but also the message and the novel’s criticism. As KNAPP (1972, 349) puts it:
[...] students whose interest has been developed and who have background information which can be related to the subject of the selection will read with greater comprehension, daring to skip difficult words and make guesses at unfamiliar constructions that might otherwise have blocked them; they are more likely to read at the meaning level, practicing making guesses at that meaning level and not worrying if they do not have total confirmation that their guesses are right in every detail.
Therefore, learners should first get to know the Victorian age, with all its Malthusianism, poor laws, work houses, treadmills and nuisances. This could happen by means of a brainstorming (provided that aspects of the topic may be known from previous English or History lessons), a student report or the teacher’s presentation, perhaps including images, videos or even Blake’s Streets of London as an hors d’œuvre to create the cruel and gloomy atmosphere later to be incorporated by Ebenezer Scrooge.
Summary of Chapters
1. Literary didactics: Discusses the theoretical foundations of using literature in foreign language teaching, emphasizing aesthetic reading and the interaction between text and reader.
2. A Christmas Carol – Why such a ‘hackneyed’ story?: Examines the pedagogical rationale for selecting this specific novel, focusing on student motivation and its cultural relevance.
3. Possibilities of using Dickens in the classroom: Outlines various methodological approaches, including interdisciplinary links and the fostering of creativity.
4. Elements of the instructional unit: Details the practical step-by-step implementation of the unit, from preliminary preparation to final thematic discussions.
5. A model syllabus: Provides an 8-lesson curriculum template that aligns specific topics with suggested classroom activities.
6. References: Lists the primary and secondary literature consulted for the pedagogical framework.
Keywords
Literary Didactics, Charles Dickens, A Christmas Carol, Foreign Language Teaching, Reading Comprehension, Victorian Age, Instructional Design, Aesthetic Reading, Intercultural Model, Language Model, Motivation, Teaching Methodology, Curriculum Planning, Interdisciplinary Learning, Film Adaptations
Frequently Asked Questions
What is the core focus of this work?
The work focuses on the pedagogical integration of Charles Dickens's "A Christmas Carol" into the English language classroom, utilizing literary didactics to enhance student learning.
What are the primary themes discussed in the paper?
Key themes include the motivational role of classic literature, the importance of cultural background, interdisciplinary teaching strategies, and the use of modern adaptations to deepen understanding.
What is the ultimate goal of the instructional unit?
The goal is to develop students' reading comprehension, empathy, and ability to reflect on both the historical context of the Victorian era and the moral messages within the text.
Which teaching methodology does the author emphasize?
The author advocates for an aesthetic reading approach, which prioritizes the dynamic interaction between the student and the text over traditional, "correct" interpretation.
What content is covered in the main section?
The main section covers the systematic preparation of the unit, segment-by-segment analysis of the novel, creative re-writing exercises, and the incorporation of media.
Which keywords best describe the document?
Literary didactics, reading comprehension, instructional design, Dickens, and intercultural learning are the most descriptive terms for the content.
How does the author suggest dealing with difficult vocabulary?
Instead of front-loading vocabulary, the author suggests fostering 'intelligent guessing' skills based on the students' prior knowledge and contextual understanding.
Why are non-textual activities like theater or music included?
These activities are included to foster creativity, increase student participation, and provide alternative ways for learners to visualize and interpret the characters and setting.
- Quote paper
- Volker Lorenz (Author), 2005, Charles Dickens’s "A Christmas Carol in Prose" as the basis of an instructional unit, Munich, GRIN Verlag, https://www.grin.com/document/93545
