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                                which they felt was an improvement. Another example is the initial model Reader approach element ‘Reading pleasure’. When discussing this element, the students indicated that the word pleasure was somewhat misplaced. They felt that it was more about encountering different kinds of literature and forming your opinion about them. Therefore, we changed the initial element into ‘Literary taste’ (element 10).
Figure 3.2 presents the adapted Comprehensive Approach to foreign language 3 literature teaching and learning including the underlying elements.
Figure 3.2. Comprehensive Approach to foreign language literature teaching and learning
To summarise, almost all of the underlying elements of the initial model underwent a minor or sometimes more major change thanks to the input of the students. Whereas most of the changes resulted in a reduction of elements or simplification of the description of the element, the most important changes were found when we added words or an entirely new element. The following section presents three detailed examples of what students contributed in each of the activities.
3.3.2 Illustrative responses from students
Written reflective accounts
Figure 3.3 shows an example of a written reflective account of round 2 at school 73
Connecting students and researchers
   


























































































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