Social networks are full of words and sentences that are not bound by any grammatical constraints, and a poor, primitive style, spiced up with English interjections. What connection can there be between reading books and students’ literacy, you ask? My Lithuanian language teacher used to say that the more books one reads, the richer, more coherent and more attractive one’s language becomes. The more visual memory helps you to absorb how a word is spelled, why a sentence uses this or that punctuation mark, and the more analysis and comparison are unconsciously made. And then, all those endlessly complex linguistic norms and rules become embodied in the text and take on a sense of integrity.
In this article, we will talk about fostering the literacy skills of 10-14 year olds and the methods that could bring success. The first thing to pay attention to is the psychological development of children of this age, because this is what can help us to achieve the best possible results. Students aged 10 to 14 are no longer children, but they are not yet young people either. This age is like a path through the woods, where they have to face the various challenges of adolescence: identity formation and finding their place in the sun, social relationships, emotional and cognitive changes. At this rather difficult time, belonging to a group is essential and it is in this direction that the teacher can point, without imposing his or her own will, but by suggesting and encouraging. On the other hand, it is not advisable to be completely detached from innovative technologies, as today’s young people cannot imagine their lives without smart devices, but simply to use them to achieve a common goal.
The “Guardians of the Language” could be a group of pupils whose attitudes would be based on the love of the mother tongue and its promotion. The teacher should instil in the children how unique and special our language is, and what a privilege it is to know, speak and write it. And if we mention that many people use English and German, but they do not speak our language, that makes us special. And that is why we have to do everything we can to make sure that our language is correct, that it sounds alongside other languages and that other people want to learn our language too. Together, it would also be a group of like-minded people who share similar interests and would enjoy spending their free time together. It would also be very important to let the students divide up who is responsible for what, what their job is: copywriter, editor, designer, PR person, etc. The “Language Guardians” could create a Facebook account, invite their peers, present their group and the view that it is strong to know your language, to write without grammatical errors, to use the widest possible vocabulary when speaking and to read books. A logo and slogan competition could be organised. A competition for a selfie with the most interesting book you have read, a winner to be chosen and a nominal diploma for the winners on your account. I think the choice is huge and it all depends on the engagement and creativity of the teacher and students.
There could be another educational aspect to the group activities. The lesson should emphasise the beauty of a rich language without jargon, loanwords or swear words. I would advise the teacher to find interesting passages from young people’s literature of pedagogical and moral value and to write a dictation, ending the dictation at a point that might intrigue the pupils and encourage them to read the book, and then to share their thoughts in the group and whether or not the book met expectations. Perhaps share a sentence, a word, a description that stuck with them. Secondly, students could be asked to choose different grammatical rules, present them to their friends and make sure that it is clear during the presentation how to apply the rule. Finally, let’s take our own folk tales and sayings – we have a great number of them. Castles, mountains, hills, rivers, forests, just about every place on earth is steeped in myth and legend. Read together, talk, create your own tales, discuss in a group, if you wish-share on Facebook under your own name or, if you choose, a literary pseudonym.
These and similar activities will not only help pupils to acquire important language competences, but also to deepen their knowledge of national heritage and significantly improve their literacy skills. By integrating these activities into the learning process, students will not only develop their linguistic skills, but also their creativity, their identity and their respect for their mother tongue.It will also stimulate their interest in cultural heritage, which contains invaluable knowledge and stories that shape our national identity.In this way, we can work together to create a literate, cultured and conscious young generation.
Written by Irada Miltinienė
Vilkaviskis Salomeja Neris basic school
Cover photo by Freepik
