Children and adolescents enjoy and learn from reading literary classics

Scientific Evidence Platform Scientific evidence Children and adolescents enjoy and learn from reading literary classics
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SCIENTIFIC ARTICLES:

  • Garcia Yeste, C., Gairal Casado, R., Munté Pascual, A., & Plaja Viñas, T. (2018). Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature. Child & Family Social Work, 23(1), 62-70. https://doi.org/10.1111/cfs.12384
  • Keidel, J. L., Davis, P. M., Gonzalez-Diaz, V., Martin, C. D., & Thierry, G. (2013). How Shakespeare tempests the brain: neuroimaging insights. Cortex49(4), 913-919. https://doi.org/10.1016/j.cortex.2012.03.011
  • López de Aguileta, G., Torras-Gómez, E., García-Carrión, R., & Flecha, R. (2020). The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings. Language and Education, 34(6), 583-598. https://doi.org/10.1080/09500782.2020.1801715

COMMENT:

There is an ongoing public debate on the idea that it is necessary to stop reading classical literature at school for students to enjoy reading. Nevertheless, research has shown the social impacts of reading the literary classics (Keidel et al., 2013), including doing so through a Successful Educational Action such as de Dialogic Literary Gatherings (DLG) (e.g. García Carrión et al.; 2015; García Yeste et al., 2018; López de Aguileta et al., 2020). Students of all ages and backgrounds explain themselves how they learn and become enthusiastic about reading when they participate in DLG.

Schools must approach and teach those works which are part of Humanity’s Heritage. If not, we are stealing them from the children.

OTHER SCIENTIFIC ARTICLES & SOURCES:

  • García-Carrión, R. (2015). What the dialogic literary gatherings did for me: The personal narrative of an 11-year-old boy in a rural community in England. Qualitative Inquiry, 21(10), 913-919. https://doi.org/10.1177/1077800415614305
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Sara Carbonell

Soy profesora de primaria y puedo comprobar día a día y años tras años cómo la infancia, desde las edades más tempranas disfruta leyendo y debatiendo las mejores creaciones culturales de la humanidad, obras como El Quijote, La Odisea, Romeo y Julieta, Oliver Twist…porque los leemos en tertulias literarias dialógicas que es una actuación educativa de éxito. No solo los leen, sino que tienen debates muy profundos sobre los temas que salen. Lo que no les gusta, como a mi me pasó cuando iba a la escuela, es que les manden un libro y les hagan hacer un examen o hacer un trabajo. La desmotivación no viene dada por la obra, sino por la falta de sentido que tiene hacerlo de ese modo. En las tertulias comparten sus ideas con el resto de compañeras y compañeros y hablar les encanta. No se desmotivan con la edad, están igual de entusiasmados en infantil que en sexto de primaria.

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