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Skip to main content. Log In Sign Up. Teaching Literature in English for Young Learners. The event received financial support from the following institutions: Princes and Trolls Love Pink Too! Using Children’s Literature in the E. A poem a day keeps the boredom away.

The importance of reading to children. The same old story? Oscar Wilde for teachers and pupils: Using picturebooks to fumavor learning across the curriculum: Un taller literari intertextual amb literatura del nonsense, J.

Did you say writing comics?

A Story Covers Rl Every afternoon, when school was over Judging a Book by Its Cover: Relevancia de la Web 2. Using graphic novels to promote critical literacy in the English secondary classroom: Fortunately, things have severely changed throughout the years up to the extent that some E. We cannot fail to acknowledge that this so-called expertise involves self-motivation above all which is fumaor conquered through attendance to all types of teaching courses on the one hand and reading of a vast quantity of books that deal with the subject of teaching English as a Second Language on the other plus hardworking auto-imposed schedules executed to keep up with I.

Among all the training that E. Accordingly, we are usually shown the numerous advantages that reading books involve in the E. However, a common error persists which entangles the use of these reading times as simple vacuum fillers or individual fast finishers’ rewards. This quote might as well be applied to picturebooks as they are like rough diamonds too and it is our task to polish dimonii to obtain the best attributes in order le accomplish our E.

Once we have become fully aware of the importance of making use of picturebooks in the E. As a matter of fact, this paper focuses on one of these risks since it contemplates the hazard of spreading gender stereotypes through the use of picturebooks in the E.

Gender Stereotypes Whenever we discourse on the gender stereotypes realm we usually encounter two op- posite views concerning the topic. On the one hand we have those who maintain that gender is something innate which is inherited as any other biological trait dimlni on the other hand we will find those who approach fumafor as a main cause for gender differences.

Leonard Sax or Michael Gurian are firm supporters of this theory and have even clustered a new single-sexed schooling cimoni which exposes brain differences between sexes as main causes for their sex separation approach. Opposed to these beliefs the second group aforementioned do insist on dioni fact that it is education at home, school, through films, media and direct contact with the society, i.

Neuroscientists as Lise Eliot, psychologists as Cordellia Fine or authors such as popular speaker Peggy Oren- stein represent some of these last group components who fumadkr that gender differences have very little to do with the brain.

They do agree on the existence of certain differences between the sexes but these are however contemplated as far from being responsible for the huge gap existent between them. Cordellia Fine, for instance, is an academic psychologist who has written some books on the neuroscience topic.

I queixalets, també! / El dimoni fumador

Her second book on the subject titled Delusions of Gender. The real Science Behind Sex Differences is a thoroughly researched book on the gender stereo- types issue and its bond to neuroscience. Yet, this ‘popular neurosexism’ easily finds its way into apparently scientific books and articles for the interested public, including parents and teachers. Already sexism disguised in neuroscientific finery is changing the way children are taught Fine, xxviii.

Yes, gene expression gives rise to neural structures and genetic material is itself impervious to out- side influence. When it come to genes, you get what you get. But gene activity is another sto- ry: Connell terms Masculinities, 77and that conform another representation of the gender stereotypes issue in children’s literature. Boys who like music, reading, painting, dancing, i. Boys who prefer not having to hold the bravery flag weight all the time but who instead do wish to share their emotions whether these involve love, sadness or fear cannot see themselves reflected in their readings either.


After all, why does it have to be just girls the ones who like pink, wear dresses or have long hair? Many mothers have belligerently argued about the fact that it is all girls who love pink and that it must be a natural thing since this takes place from their very first years.

It is then that they are reminded of the fact that their own mothers did not like pink so much and that up to the 19th century all babies no matter their sex wore neutral colors. Hence, the pink-blue world stands as an discernible marketing strategy which in no case reflects a genetic trend related to having a penis or a vagina. Furthermore, and as Peggy Oreinstein points out in her amusing Cinderella ate my daughter by citing Jo Paloetti, a proffessor of American Stud- ies at the University of Maryland: What’s more, both boys and girls wore what were thought as gender-neutral dresses.

When nursery colors were introduced, pink was actually considered the more masculine hue, a pastel version of red, which was associated with strength. All these simple but self-explanatory examples demonstrate once more the vehemence with which our children are infused one or other choice or taste by society, thus limiting them from any other possibility due to, in this case, sexual characteristics.

What happens then when boys do not follow the dictated masculinity rules assembled by a patriarchal society? Phyllis Burke in Gender Shock is able to make anyone’s hair stand with her vivid examples on what truly happened to many of these types of boys some years ago.

Boys as Kraig Burke, 33 who with only four years old was taken to a clinic at UCLA to undergo endless treatment ses- sions for his supposedly illness and ended up attempting suicide some years later. Fortunately, there are now laws that prohibit these kind of cruel useless practices from being carried out in any case but nonetheless, the stigma still remains. These boys may not be taken to clinics to be diagnosed with GID Gender Identity Disorder anymore but they are still ostracized by a hypocritical society who says one thing and does another.

Boys must keep being brave princes who save weak princesses, not being able to afford to fear any monster on their duties by any means. We, as teachers, need to learn how to use all types of books available in our classrooms to impart the best neutral education as possible, and the E.

Rondalles Valencianes. Volum 7 – Enric Valor Vives – Google Books

This practice notwithstanding, derives in two severe pitfalls. Firstly, we usually encounter classrooms al- ready pre-stuffed with tons of picturebooks that might have been bought in the Quaternary, that is, they may seem as too traditional to stand for contemporary pupils. Our first thoughts will probably deal with discarding these traditional old books in favor of new ones but before taking any action I do recommend to read Bruno Bettelheim’s book The Uses of Enchantment: The Meaning and Importance of Fairy Tales through which the well-known psychologist takes us on a one-way journey to highlight the benefits that fairy tales have on children’s mat- uration process.

Bettelheim insists on the need for children to have these traditional characters so as to stand for all those fears and secret dreams children will sooner or later confront in their lives. Thus, dialogue and conversation on the traditional story itself will help cope with outdated values regarding gender without missing the opportunity to enjoy fairy tales at the same time. As might be expected the interaction will depend on the age of our listeners.

As we al- ready know picture books are not just addressed to little kids, thus we may be facing a class- room of older pupils with whom we may, for instance, discuss gender from a historical point of view. Happen our pupils to be in their first years this option will be discarded for others such as open group conversation in which to scrutinize the book using adequate vocabulary without ceasing to encourage children’s interactions.

Nevertheless, before any discussion we should present our pupils with other non gender stereotyped works to be compared and re- ferred to in their reading assembly.

I could provide here a handful of questions so as to intro- duce gender discussion into the classroom but there are too many factors that would make them unacceptable for one or other specific target group.

We must be aware for instance of how the treatment of the subject must be carried out in a total different way if dealing with a rural school, in which certain values are deeply fixed for generations, or a town school, which might be a little more open as regards the gender topic. It is up to the teacher and her or his knowledge of the school entourage to decide on the type of questions. By walking on other shoes kids will get a new perspective closer to reality and farther from preconceived ideas on gender Rice.


Let’s give a boy the opportunity to be a prince who is saved by a prin- cess and if he happens to feel comfortable with the role, the others will be receiving a lesson on how boys may feel lonely or sad sometimes and in need for a girl’s help too, which is total- ly acceptable.

The fact of putting a boy in this situation might give us teachers a handful of opportunities to discuss the usually ignored disadvantages of traditional masculine roles. Secondly, in our classroom library we may also discover another pile of books that have found a place there due to some worthy editorial bet on good prices, nice personal treatment, pretty covers or hopefully good teacher’s decisions. Let us not shout victory yet as the fact that these books are newer does not make them freer of gender stereotypes.

However, if we are as lucky as to find books which promote new types of masculinities such as The Incredi- ble Book Eating Boy, PiggyBook or Prince Cinders it means we are on the good path. Let us briefly cover some of these wonderful stories so as to analyze their educational potential: Beautiful and hilarious illustrations show us a boy who bites a book by chance and ends up being famous for gulping loads of them.

The bad outcome is that all that information gets mixed up inside his head with the outcome that he turns into a silly boy.

dimonk Fortunately, although by chance too, the fumadot decides to start reading books instead of eating them which makes him a happier smarter boy. This book is highly recommended for boys who consider literature as a feminine thing being also advisable for pre-primary and primary classrooms in order to avoid certain negativity from boys towards literature from being internalized. Anthony Browne provides us with the image of an exhausted mother who works both inside and outside home to provide for his husband and boys who do nothing except eating and watching T.

The pictorial comparison Browne makes between this type of masculinity and the pigs is funny whereas quite instructive. Older kids could be asked to rewrite the story by changing sexes, roles or even putting themselves as characters of the book. Group work and further out loud presentation of their stories would idmoni to very interesting argumentations. Author Babette Cole attempts to make a type of Cinderella’s masculine version by writing this book. Instead of Cinderella we are introduced to Prince Cinders who has to work non-stop to iron, clean and wash for his three brothers.

Prince Cinders wishes he was big and hairy like them and a fairy appears so as to make his wish come true. However, he somehow ends up turning into a fat ugly monster.

Too big to enter the party he meets a princess outside dlmoni runs away leaving his trousers behind. Prince Cinder’s three brothers are turned into house fairies to do all the palace housework. This fumaor provides much food for thought as regards boys gender stereotypes.

Fortunately in the end Prince Cinders does not need to turn into one of them vumador succeed in life.

Conclusion If there is a teacher who in some way gets second thoughts about boy’s gender stereo- types through the reading of this article my main intention will be satisfyingly fulfilled. It is widely-known that the path towards fmuador abolition of this type of bias is arduous and above all very slow. Nonetheless, step by step we teachers of E.

L can make a significant difference too. I have hereby provided some tools to combat boy’s gender bias through the use of picturebooks such as open discussion, debate, drama, rewriting of plots by changing charac- ters, roles or storiesout loud presentations in front of others of conclusions achieved, etc.