Several foreign language educators have tried to employ current events, realia, and technology in course design to promote relevance, language acquisition, critical thinking skills, and problem solving abilities. This article discusses the benefits of using English language newspapers of the Japanese press, which are widely available here, as instructional media to achieve these goals. It also offers specific classroom procedures.
Everyone who has studied a foreign language for any length of time has likely been asked, "Can you read the newspaper?" It's a valid question but, in Japan, many intermediate to advanced university students of English have not yet had this experience. In most cases, after six to eight years of studying, translating, and reading (decoding) English, most college students have never read an English newspaper nor encountered a study environment that encourages it. In spite of the fact that a growing number of university students can read at an intermediate level, teachers who use newspaper materials in class tend to utilize one or two selected articles rather than entire newspapers. This paper presents a structured way to incorporate English language newspapers as one component of a university level reading course. Each module usually requires one-and-a-half to two lessons. In the first lesson students read a newspaper, select an article, and fill out a newspaper summary form. During following lesson, this student-generated material is used for discussion.
Why a Structured Newspaper Module?
There are several reasons to use newspapers in language classes. Newspapers present a new and alternative type of reading which allows learners to experience a comprehensive selection of stories within a structured framework. Forrest (1997) states, "Reading the newspaper offers a different style of reading in which scanning for articles of interest is a significant part of the experience. This is an empowering process, reinforcing independence and individual choice on the part of the students" (p. 21). Generally, most university students possess the necessary schema or background information to grasp the subject matter in an average English newspaper; that is, the topics are contemporary and the stories often resemble those in the current Japanese media. Forrest also suggests, a "significant advantage of using newspapers is that students usually have some background knowledge of current events, often enabling them to predict the contents of an article and more readily guess at word meanings" (p. 21). One can generally expect students to be able to scan a newspaper, find something they are interested in, read the article, and report about it.
Another fundamental reason to use newspapers is to help learners gain confidence; through a sequence of activities connected with newspaper lessons they discover that they can actually read them. It is a satisfying learning achievement for the students when they realize they are able to purchase an English paper, physically hold it in their hands, scan the different sections, choose and read an article, think about the topic, write a brief analysis of the issue, discuss their opinions, and gain a competent understanding of the piece.
Finally, a primary objective of a structured newspaper class is to provide an opportunity for critical thinking thus moving students beyond the indiscriminate acceptance of ideas. An integral aspect of the newspaper module is that students discuss and write opinions about what they have read. Because newspapers disseminate information editors judge to be expedient, it is important for students to learn to be critical while they are reading. As Davidson (1994) explains, "an instructor's challenge is to lead students step-by-step along the path of becoming able to analyze and think for themselves. The first step is to make them conscious of various distinctions among types of statements and media representations" (p. 23). Thus, a goal of the newspaper module is not to simply have students read the paper, rather, for them to go further and question and form rational opinions about the material with which they are working.
The Framework Of The Newspaper Module
In order to use newspapers efficiently in a language course it is important to create an atmosphere which is organized, but flexible enough to allow students to grow. To help students better understand newspapers they must be supported by a framework that guides them through the experience. The following is a brief overview of a specific newspaper module:
- Students purchase a daily local English-language newspaper, preferably on the day of the hour-and-a-half newspaper assignment.
- Students scan the paper and read an article they find interesting. [Note: they are permitted and encouraged to do this before class if they choose].
- With a partner, students briefly talk about their articles. The partner listens and repeats what was just heard.
- Students complete the written newspaper form and each attaches his/her article to the back of the form (see appendix).
- Students use the completed form the following week as a part of class or group discussion; critically thinking about their articles, giving opinions about what they've read.
Special Preparation For The Newspaper Course
Prior to the term it is a good idea to ask the school administration for a large classroom which can hold about twice as many students as the actual number registered. This is important for the newspaper reading component of your course, to provide space for students to spread out their papers, and relax while reading alone.
Japanese English Language Newspapers
On the first day of the term, students are given a brief explanation about the newspaper component of the course, a copy of the Newspaper Summary form, and a list of scheduled newspaper lesson days. (It is a good idea to contact some of the Japanese English language newspapers prior to the term to find out what days newspaper holidays occur.)
Students are told that they should purchase an English edition of a Japanese daily on the specific day of the class (for various reasons not papers from a week or two before). They will examine and share information about that day's news with other students. Most English dailies printed in Japan have similar information and topics. By having newspapers from the same day, students will most likely have an idea what their classmates are reading, even if they have simply skimmed the article, or only read its headline. The news they are reading is current. It is something they may have just read about in the Japanese press or seen on television. It also gives students an opportunity to see how various newspapers may report the same story or at least how the headlines may differ. And finally, it is recommended that the teacher read at least two of the Japanese English dailies (e.g., Mainichi Daily News, Daily Yomiuri, The Japan Times, Asahi Evening News) on the day of the newspaper class in order to be familiar with the content of student reports.
Activities Prior To The Initial Newspaper Lesson
Preceding the first newspaper lesson it is beneficial to conduct a few activities concerning features of a typical paper, skimming and scanning, how to effectively listen to their classmates, the value of clear time limits, and using pens in the language class.
Features of a Newspaper
It is very useful for students to complete various activities for the purpose of understanding some of the features of a news story before attempting to analyze one in entirety. For example, according to Paul (1997), every article usually has a lead, which is a brief summary paragraph or long sentence containing the essence of the piece; that is, a great deal information packed into a very small space. In the lead, you can find the answer to the question, "What is this story about?" Newspapers also repeatedly use specific vocabulary (especially reporting verbs) which should be reviewed with students before they experience authentic English dailies. Forrest (1997) discusses the use of newspaper headlines and how they may or may not reflect the objective nature of the story. Specifically, she created activities in which students could evaluate whether a headline is biased in some way, gives straight facts, or disseminates an opinion. It is useful to present activities to make students aware of all of these variables: the lead, specific vocabulary, and newspaper headlines prior to the first newspaper class.
Skimming and Scanning
Scanning is "a type of speed-reading technique which is used when the reader wants to locate a particular piece of information without necessarily understanding the rest of a text or passage" (Richards, Platt, and Weber 1985, p. 250). Basically, this is done by surveying sections of a newspaper for an article of interest. Skimming is a form of reading in which students want "to get the main ideas from a passage" (Richards, et al., 1985). For example, when skimming a newspaper, one is more apt to be looking for the overall nature of the article, to surmise what sort of information the article contains.
The fundamental concept in both skimming and scanning is for the students not to stop and focus on words they don't know or understand, to move away from the grammar-translation type of reading they have done in the past, and focus on overall meaning rather than minute details.
Time Limits
With every activity it is essential to maintain clear time limits. This helps students realize the parameters of what they are doing. If teachers try to extend the length of time students read a newspaper or write their reports beyond the limits stated, problems may occur. Although students should be given the chance to explore and create, they also need teacher-directed constraints. If the teacher informs the class that they are going to perform an activity for 20 minutes, this is exactly what ought to occur. Even if every student is still engaged, the teacher should stop the activity at the predetermined time. If the motivation and energy are lively and forceful, simply stop, regroup, slightly modify the task, and give them another opportunity, allowing a longer time frame. By remaining consistent with time limits, teachers are building trust in their relationship with students, not misleading them by having them work longer than originally stated.
The Pen Only Rule
From the very first lesson a "Pen Only Rule" should be implemented. First and foremost, pencils and erasers waste a lot of time, for both teachers and students, because students are often busy erasing perceived (or real) errors. This time could be better used in creating ideas and responses. When students are occupied with erasing, they are not able to discern the "incorrect" from the "correct." While writing, if students feel that they have made an error or have written something they do not want to use, they simply cross-out the words using one line: mistake. Completely erasing errors does not allow them to reveal and exploit the process of learning from inaccuracies, something which is often an essential part of learning.
The Reading and Writing Component
The following is a detailed explanation of the procedure for using the framework along with some rationale.
Students first read the whole article and try to discern the meaning, the main ideas, and what predominate point it is trying to make. After quickly reading their piece once, students go back, with pen in hand, and circle the vocabulary they didn't understand. They are encouraged to "guess" the meaning of the word and may write a brief memo in the margin of the text if they please.
Next, with a partner, students quickly talk about their stories. The partner simply listens and repeats what has been heard. This is not a time for discussion.
One technique I teach students prior to the first newspaper lesson is a simplified version of what is called the counseling response or understanding (Rardin, Tranel, Tirone, & Green, 1988).Counseling response is not a discussion but rather a focused time in which students verbalize what they have read. This strategy, which is modified from Community Language Learning (CLL), focuses on "really" listening to your interlocutor and understanding what he or she says. This practice provides an opportunity for students to verbalize their thoughts and have a partner listen to and comprehend them. In order to demonstrate that the listener is really listening, that student merely repeats what his or her partner states, without adding additional detail.
For example:
Student A: I just read an article about students rioting in Seoul, Korea.
Student B: So, you say that you just read about students rioting in Seoul.
Student A: Yes, yesterday they took over a university and maybe killed someone.
Student B: Yes, yesterday they took over the university and maybe killed someone.
Student A: I just don't understand this. In Japan students never protest.
Student B: So you don't understand why they act the way they do. In Japan, university students never really protest or riot.
This technique can be utilized in many ways in the language classroom, but in the past it has primarily been a practice in which teachers would listen to a student speak (in most cases inaccurately) and then respond, modeling in a non-threatening manner, using the correct language. When teaching students this technique, teachers have one student verbally describe a few sentences of the newspaper article and then his or her partner repeats what has been heard; then, the first student verbalizes a few more sentences, and again, they are restated by his or her partner.
In spite of the fact that a student's partner may model incorrect language, this type of listening and feedback, having one's thoughts repeated back, is a powerful tool. I find that students welcome this interaction. It gives them a time to listen and speak that is structured; a period which helps them coordinate their thoughts without worrying about committing a faux pas in front of the teacher.
After speaking, listening, and repeating students may want to quickly read their article again before moving on to the newspaper form.
The Newspaper Form
Students are given approximately 15 to 20 minutes to complete side one of the newspaper form. This general information is to be completed as succinctly as possible in order to give students ample time to work on the analysis of their articles on side two of the worksheet.
· Side One
A) Six new vocabulary words along with a brief definition in English
B) A new headline for the story, different from the original one
C) A brief summary of the story using phrases or very short sentences
· Side Two
D) The student's opinion of the story citing specific reasons and examples
E) Any questions they still have about the topic
F) If they have heard any other news about this story from a Japanese paper or other media
G) Extra vocabulary (optional)
Vocabulary and the English to English Dictionary
Students initially write down only six new words found in the article with a brief definition of each. Although there may be many more expressions that the students do not understand, this section is limited to only six. Students are encouraged to use these terms when writing the summary or opinion about the article.
The rationale for using English to English dictionaries is various. The first and most important reason for having intermediate to advanced students use them is clear: They are able to. Students at this level from any culture are capable of understanding explanations given in most English dictionaries, especially English learner dictionaries that use a limited vocabulary to explain new words. Using English-to-English dictionaries allows students to use English to understand English, thus exposing them to peripheral language while doing so. This expresses a consistent attitude of confidence that students can interpret and utilize authentic materials without completely translating. If teachers are acknowledging to students that they are at a point in which they can read a newspaper, discuss an article, and write an opinion about it in English, we should certainly express that they can look up and understand words in a (uncomplicated) dictionary of the target language.
The Headline and the Awareness of Bias
After reading the article several times students use their imaginations and create a new headline for the story. Critical thinking about newspaper headlines raises an important awareness in students. It shows them how much of the news they receive in any language can be biased in one way or another. Creating headlines shows students how easy it is to generate the appearance that the story is about one topic, when in fact there is manipulation of the facts within the article. Students may also compare the headline they created for a story with that of others who reported on the same article.
The Summary - the Straight Facts
The summary section of the Newspaper form answers the basic questions about the article: the who, what, why, where, when, and how of the story. When summarizing their pieces, students should only use words or very short sentences. It is also not essential to answer all of these questions if they do not apply to the specific story they have chosen.
Student Opinion's with Reasons and Examples
When students write responses about their selected stories, the focus is placed on fluency over accuracy; that is, expression of ideas and opinions over correct grammar. As Gattegno (1985) states, "it is originality and spontaneity which are the qualities that make writers select how they write, [and] we need to bring to the fore that having something to say is more important than to obey a priori rules" (p. 244). One of the primary goals of newspaper lessons is to create an environment in which students are able to understand the information they read and relate it to both other students and the teacher. Having written documentation of their reactions to what they have read gives material for students to critique and expand. As J. Millett (personal communication, November 18, 1996) has expressed, writing about what students read and do "is absolutely critical because it is one of the ways that students take their experience, reflect on it and then ground it. So, by putting it in writing, students are forcing themselves to clarify, take that experience and reflect more deeply on it. If you want depth and clarity of sorting out what is happening-if you truly want students to reflect, they need to record their experience in some way."
By going through the newspaper module, students have the opportunity to become more involved in the events surrounding them, thereby gaining a greater sensitivity to the circumstances that affect Japan and the world. This opinion section moves students further into the realm of critical thinking in that it induces them to focus on the material they have read. Prior to the first newspaper lesson, the class is informed that they should only choose a story that they feel they can write an opinion about. Their response does not have to be solely about the specific article, but it does have to be related to the topic in some manner. I purposely want to stimulate the individuality of each student to produce an emotional connection to the issue; not have them simply report what they read. Consequently, the length of the article is not of critical importance if they can write an effective opinion with examples. I believe that if students are emotionally touched by a piece, and at that moment write about it, it will stay with them long after the module is over.
One fundamental aspect of human reasoning that is so peculiar is the chaotic mix of abstract thought and solid experience. As teachers, we ought to realize that our students are whole beings, and that it is not practical to ignore their emotional side when asking them to think critically. True, two students may have widely different conclusions about the same article, but this activity is about the process of thinking and questioning, not about dictating a correct answer. My goal, in raising awareness about thinking critically, is to help students get to a point where they are "rationally deciding what to do or believe" (Norris, 1985 as quoted in Davidson, 1994, p. 20). Although some opinions are very often uncritical and irrational it is healthy to get students to express them anyway; it is a giant step away from the passive memorizing they are often used to doing. Fine-tuned critical thinking skills will develop in time.
Room for More Questions
Often students have questions about language and the content of their stories after they have read and reported about an article. It is valuable to encourage them to feel comfortable completing an assignment while still having questions. It does not mean that they have failed. These questions are natural and add to discussion in the subsequent classes.
Any Biases or Attitudes
One aspect of the media, and newspapers in particular, is that frequently there is a potential bias to the news. Stories that are reported in the Japanese media are often different from the same story in the English press. Many would even argue that there are different slants, attitudes, and perspectives between the various English language dailies; some being more liberal or conservative than others.
It is important to raise students' awareness about the variation in the media, how the different forms of media report the news, the cultural and political leanings given to stories, and the contrast among papers.
Using Student-Generated Material for Class Discussion
Teachers have a variety of options in using student-generated material in the follow-up lesson. The completed form can be used as a part of pair, group, or class discussion. Students can summarize their articles and give their opinions about what they have read. Their reports can be a springboard for speeches, research projects, or class debates. If some students have strong convictions about something they have read, teachers should encourage them to write a letter to the editor. For students to read an English newspaper, formulate opinions about a story, and then see their letters in print catapults them from being passive consumers of news to being makers of news; an interactive experience even most native speakers have not had.
Conclusion
The newspaper module allows students to experience many aspects of language learning from various angles. First, they scan the paper and read a selected story. Then, students talk about the article and they listen to another student repeat their interpretation of the events in the story. They summarize and write their opinions about what they have read, and finally, they critically discuss the topic. Learning in this way, students work with the newspaper from many perspectives. This helps solidify understanding of what they have read. This multifarious approach to learning allows students to gain self-confidence and overcome fear of English newspapers. Students begin to see that they can actually read, comprehend, explore, and think about this unlimited source of the target language.
References
Davidson, B. (1994). Critical Thinking: A perspective and prescriptions for language teachers. The Language Teacher, 18 (4), 20-25.
Forrest, E. (1997). Reality bites: Structuring a fourth year reading class. The Language Teacher, 21 (6), 19-24.
Gattegno, C. (1985). The common sense of teaching reading and writing. New York: Educational Solutions.
Norris, S. (1985). Synthesis of research on critical thinking. Educational Leadership, 40-45.
Paul A. Mapping Newspaper Articles. Presentation at a meeting of the Kyoto Chapter of the Japan Association for Language Teaching, June 22, 1997.
Rardin, J. P., Tranel, D.D., Tirone, P.L., & Green, B.D. (1988). Education in a new dimension, the counseling-learning approach to community language learning. East Dubuque, IL: Counseling-Learning Publications.
Richards, J, Platt, J., & Weber H. (1985). Longman dictionary of applied linguistics. Essex, England: Longman Group Limited.
Appendix
Newspaper Reading ClassDirections
Newspaper Summary FormName ____________________________ Kanji __________ Student # ________ Date ________ Class period _________ Newspaper ____________________________ Date ________ Section ________ Article's headline: ___________________________________________________ (A) Six new words you discovered in the article and a brief definition in English. 1. __________: ______________________________________________________ 2. __________: ______________________________________________________ 3. __________: ______________________________________________________ 4. __________: ______________________________________________________ 5. __________: ______________________________________________________ 6. __________: ______________________________________________________ Note: If you find more than six new words that you wish to write down, use the bottom of the back side of this form. You are only responsible for the above six words.
(B) My new headline for the story: " ______________________________________________________"
(C) Brief summary: Write one or two short sentences describing the article you have just read. What happened: _____________________________________________________________ __________________________________________________________________________ Where: ____________________________________________________________________ When: _____________________________________________________________________ How: ______________________________________________________________________ Why: ______________________________________________________________________
(D) My opinion of the story: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
(E) I still have these questions about the topic: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
(F) Have you heard any other news about this story? From what source? Did this paper's information differ from the other reference? If so, how? Did you notice any cultural biases or attitudes? _________________________________________________________________________________ _________________________________________________________________________________ |