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Title: Literature-based Discussion Groups Revisited
Authors: Li-hua Chou
Contributors: 國立臺灣海洋大學:應用英語研究所
Keywords: teacher-centered pedagogy
literature-based discussion groups
Date: 2007-10
Issue Date: 2018-12-21T06:41:07Z
Publisher: Taiwan Journal of TESOL
Abstract: Abstract: Traditional teacher-centered pedagogy prevails in contemporary literacy classrooms, both in first language (L1) and in second language (L2) classrooms. In these classrooms, teachers dominate most of the talk while students’ voices are seldom heard. This paper points out the inherent flaws in this pedagogy, suggesting that teachers incorporate literature-based discussion groups in the classroom. The piece then compares and contrasts the various types of literature-based discussion groups and the inquiry on their impact in the classroom. The review demonstrates the advantages of implementing this pedagogy in different classrooms, while simultaneously identifying limitations of the study of literature-based discussion groups. This review reveals that more research on the academic and social impact of literature-based discussion groups is necessary.
Appears in Collections:[Institute of Applied English] Periodical Articles

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