Literature in English Classes

Abstract

arguments for the use of children’s authors and works of literature that go beyond the canon at schools. In her concluding chapter, Christiane Lütge gives a brief overview of the main focal points addressed in the book, i.e. extensive reading, visual literacy, interand transcultural learning and empowerment, and creativity, emphasising the potential that children’s and young adult literature has for the an EFL or an ESL classroom. Finally, she opens a window on the future of children’s literature research and second language education, and foresees an interest in electronic fictions for children, considering that “the connection with media literacy and the concept of multiliteracies may be of special importance for future developments in EFL contexts” (221). Children’s Literature in Second Language Education is perfect reading material for older and new generation teachers because it offers practical examples they can transfer into their classrooms. Students of primary education, as well as literature and language students and scholars, can find the described studies interesting and motivating. The book itself is written in an academic style, with some amount of education-related terminology, but it is not difficult to understand the underlying principles. In my opinion, younger, older, academic or non-academic readers can try this book and take advice from it. The most important being that our education lasts a life time, and it is never too late to learn something new. Petra Beš