A Sharing session, CUHK, Sept 2012.

1. L/O/G/O
A Feeling for Language
5 September 2012
Adys Wong
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2. My MPhil thesis and interest
A Little Book Project
The use of literary texts
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2
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Contents

3. Why does ‘feeling’ matter in language learning?
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4. Why does ‘feeling’ matter?
Professor LUNG Ying – tai and her
son, Andrew
When asked about
Andrew’s school life in
Hong Kong, he told us…
What kind of English
language learners we
want our students to
be? 4

5. Referential 指稱
Poetic / Aesthetic 美學
Emotive 情感 ---------> Conative 意動
Phatic 交流
Metalinguistic 元語言
Roman Jakobson (1960):
six different functions of language
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6. The Role of Identity in English Creative Writing
My MPhil Thesis
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Teacher – Student
Interactions
Maximum
Identity
Investment
Schecter & Cummins (2003): The reciprocal relationship between identity
investment and cognitive engagement

7. Leo Tolstoy’s Anna Karenina (1877)
Happy families are all alike;
every unhappy family is unhappy in its own
way.
The Study of Aesthetics
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8. Philosophical dialogues:
How Can We Be Moved by the Fate of Anna
Karenina?
- Colin Radford & Michael Weston (1975)
Weeping for Anna Karenina
-Umberto Eco’s Confessions of a Young Novelist (2011)
The power of fictional characters that invades our
emotional lives
The Study of Aesthetics
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9. …language learning through the use of
representational materials can and should go
hand in hand with the learning of referential uses of
language… McRae (1991)
To enable our students to use English to respond
and give expression to real and imaginative
experience… (the Experience Strand)
Why do we use literary texts?
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10. A ‘Standard’ Reading Lesson
Why do we use literary texts?
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11. I’m silent, but I speak to you.
I can do things no one else can.
If you join me, I will tell you more than anyone else.
Who am I?
The Little Book Project
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12.  is borrowed from a Finnish primary school’s
practice in teaching young learners’ literacy;
 a whole-year programme, encouraging students to
read, write and create;
 students have to design the book cover and
illustrations with the use of IT
The Little Book Project
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13. Timeline
The Little Book Project
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Sept Jan Apr Jun
Introduction:
Read around books
The Art of Story writing
Short Story Analysis:
Gifts of Love

14. Characters
Themes
and
lessons
Settings
Plot
Opening
Complication Crisis
Ending
Pinocchio
The story map

15. [Images of student work have been removed]
Understanding the story elements
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16. [Images of student work have been removed]
Different voices in literary texts…
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Analysing the
narrator’s voice
Analysing the
narrator’s voice
Learning different ways
to write dialogues
Learning different ways
to write dialogues

17. [Images of student work have been removed]
Writing the story…
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18. [Images of student work have been removed]
Writing the story…
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character profile

19. [Images of student work have been removed]
Student Work
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20. Different voices for different characters
Volume – speaking more loudly or softly.
e.g. to highlight certain words or show feelings.
Pace – speaking more quickly or slowly.
e.g. to emphasise parts of the story or build
excitement.
Pauses – stopping briefly.
e.g. to show that something important or funny is
going to be said.
The Art of Storytelling…
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21. Read the dialogues of the following pictures:
David Peatfield, Rebecca Cheung and Man Cheung (2007). Stepping into Drama.
Dramatic English Language Arts series. Hong Kong: Dramatic English. P.10
The Art of Storytelling…
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22. (1) This is Just to Say…
Think of the words used in poetry carefully
The Use of Literary Texts
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23. I have eaten
the plums *apples
that were in
the icebox * fridge
and which
you were probably
saving
for breakfast *lunch
Forgive me * I’m sorry
they were delicious * tasty
so sweet
and so cold
This is Just to Say
William Carlos Williams
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24. (2) A Rose by Any Other Name:
Letters to Juliet (2010)
The Use of Literary Texts
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25. Shakespeare’s Romeo & Juliet
The balcony scene (Act 2, Scene 2):
Romeo:
“If her eyes were in the night sky, they would
shine so brightly through space that birds
would start singing, thinking her light was the
light of day.”
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26. 26
Juliet’s House in
Verona, Italy

27. 27

28. Letters to Juliet (2010)
Two Letters:
Letter from Claire to
Juliet (Sophie) and
Sophie’s reply
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29. Claire’s Letter to Juliet:
I didn’t go to him, Juliet.
I didn’t go to Lorenzo…
Lorenzo is waiting for me, below our tree
waiting and wondering where I am.
Oh please Juliet, tell me what I should
do…
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30. Imagine you were Sophie and you received the
letter from Claire while you were working at
Juliet’s house. What would you do?
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If I received the letter from Claire,
I would…
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31. Sophie’s reply
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32. Other examples
The Curious Case of Benjamin Button
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