Volume 3 | Issue 1 | May 2015

Article 1 – Who Are You? Racial Diversity in Contemporary Wonderland

Since its publication in 1865, Alice in Wonderland has established itself as a flexible text, translated into over 150 languages, and adapted across various media. In English-language adaptations, alterations to text and images have created a multitude of retellings, yet one aspect of the original story remains: that Alice is visually established as a Caucasian child. This paper examines three picturebook adaptations of Wonderland for how each of the new narratives reflects their culturally diverse readerships. The study of these adaptations is connected to research on literacy development, and culturally diverse classrooms, which show how diverse literature benefits all readers. With the 150th anniversary of Wonderland’s publication in 2015, this paper has a dual aim: to showcase the potential of Wonderland to act as an effective tool within classrooms to foster a sense of inclusion, and to demonstrate how future adaptations of Wonderland can be created which visually mirror their global readers. read more

Article 2 – Traditional Nursery Rhymes and Teaching English to Modern Children

Nursery rhymes have been used in teaching English to children for a long time and for a variety of reasons, including linguistic, cognitive, affective, and cultural ones. However, because many rhymes were created more than a hundred years ago, when society cherished somewhat different values from those in the modern day, care should be exercised when choosing the rhymes to be used in teaching modern-day children. The article argues for and develops criteria that can help teachers of young and very young learners select the rhymes suitable for language instruction in terms of their content, accompanying illustrations and language. Thus, rhymes need to be considered from the point of view of the relevance of their content to the children’s world and their age appropriateness, and whether they provide material for encouragement of discussion and exploration of values, as well as the means for overcoming a variety of problems children may encounter in their daily lives. Accompanying illustrations should also be observed concerning the representation of characters, the settings and activities they engage in, as well as the synchronization of illustrations with the text. Finally, the criteria for choosing from the linguistic point of view should include selecting the rhymes based on the appropriate level of the language used, the rhymes’ language learning potential, and their potential for development of activities around the rhyme. read more

Recommended Reads

Laird, Elizabeth (2006). Oranges in No Man’s Land. London: Macmillan.
Browne, Anthony (2007) Silly Billy. London: Walker BooksViorst, Judith (1995). Alexander, Who is Not (Do You Hear Me? I Mean It!) Going to Move! (Illus. R. P. Glasser ‘in the style of Ray Cruz’). New York: Aladdin Books.
Beverley Naidoo (2000). The Other Side of Truth. London: Puffin Books.
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