Innovation in Language Learning
Serious Ludic Language and Literature Activities
Marili Douzina, Arsakeia Schools, Hellenic Open University (Greece)
Abstract
The act of reading and writing for actual teenagers students seems to be mostly related to an enforced rather to an enjoyable activity. How can we abridge the gap between reading and high-school students? How can we deescalate their repulsion towards literature and non literature text? How can we soften the phenomenon of “writer’s block” towards the empty sheet of paper? The introduction of serious, well organized and purposeful playful activities in the language and literature lesson, concerning reading and writing, seems to be part of the answer to the above questions. Therefore, in this paper, are presented applied and evaluated as effective ludic activities of reading and writing in language and literature lesson. Such ludic activities concerning reading, are, indicatively: the empty box (students deposit images, ideas, feelings triggered by reading), the reading pantomime (students represent in small scale applied dramatization acts ideas, facts, conditions that are read), the reading scaffolding (students are guided with note-diaries and reading helping papers in referent and aesthetic reading). Ludic activities concerning overcoming “writer’s block” and acquiring writing skills are, indicatively, text transformative exercises (altering, adding or canceling writing techniques or expression modes or textual elements).
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Keywords |
ludic activities, reading and writing skills, high-school students |
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REFERENCES |
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