JOPINNA ANAK WILLIAM / PISMP BI (SK) JUNE 2015 1

LANGUAGE ARTS IN THE PRIMARY ESL CLASSROOM (TSLB 3093)

TOPIC 5: BIBLIOTHERAPY

1. BENEFITS OF BIBLIOTHERAPY
 Definition:
 Bibliotherapy is using the reading of books as a way to heal yourself or solve
a problem
 Bibliotherapy is the process of mending one’s life by reading books and it is
therapeutic.
 Benefits (addressing children’s concern):
 assist children in building confidence and self-esteem
 Offering coping skills and reducing their feelings of isolation, reinforcing
creativity, and problem solving.
 students often have difficulty identifying and communicating their feelings,
stories can serve to facilitate open discussion and self-understanding
 helps children to be expressive about the issues that they are facing
 Help children to better understand how and why their problems happen
in the context of a story.
 help children to critically think about their thoughts and actions
 Provide children with the practical information to help in problem-solving
activities.
 The goals of bibliotherapy are to help children:
 identify and validate their feelings – realize that other children have problems
similar to their own
 stimulate discussion
 foster thought and self-awareness;
 discover possible coping skills and solutions; and
 decide on a constructive course of action
 Affective benefits
 Provides self-esteem and self-confidence
 Provides psychological relief
 Provides realization that they are not alone
 Helps students with exceptional needs or those dealing with painful issues,
deal with their problems in an effective, realistic, and sensitive manner.

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LANGUAGE ARTS IN THE PRIMARY ESL CLASSROOM (TSLB 3093)

 Cognitive benefits
 Increases literacy skills.
 Develops critical thinking (analysis, drawing conclusions, decision-making,
and problem solving).
 Provides a vehicle for discussion of sensitive issues in non-threatening
manner.
 Promotes self-understanding, coping, conflict resolution, and self-evaluations
skills

2. MULTICULTURAL ELEMENTS
 Definition:
Multicultural literature is defined as encompassing the multitude of cultural
groups in the world.
Multicultural literature includes literature from all cultures, with no distinction
between the dominant and other cultures.
Multicultural literature refers to the texts by minority authors that are read to
enhance respect for diversity and acceptance
 Benefits:
 can expand students' awareness and decrease negative stereotyping of
individuals from other cultures
 By portraying the history, customs, values, and language of a particular
cultural group, students can learn to understand and to appreciate a
literary heritage that comes from many diverse backgrounds
 reading literature that reflects their own ethnic and cultural background can
help students to develop a healthy self-concept
 Knowledge of cross-cultural communication strategies, perspectives taking,
and conflict management skills to ensure understanding, peace, tolerance
and friendship among all peoples and groups
 Respect for and tolerance of cultural differences of gender, language, race,
ethnicity, religion, region and disabilities
 Preparation of children for responsible life in a free society

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LANGUAGE ARTS IN THE PRIMARY ESL CLASSROOM (TSLB 3093)

3. DEVELOPMENTAL APPROPRIATENESS
 Definition: Developmentally appropriate refers to activities, lessons and materials
(toys, for example) that correspond or match with a child’s mental and
physical ability.
 Have three dimensions: age appropriateness, individual appropriateness and cultural
appropriateness:
 Age appropriateness – knowledge of typical development of children within
the age span provides a framework from which teachers prepare the learning
environment and plan appropriate experiences.
 Individual appropriateness – each child is a unique person and comes to
school with an individual pattern and timing of growth, as well as an
individual personality, learning style, and family background.
 Cultural appropriateness – recognizes the importance of the knowledge of
the social and cultural contexts in which children live to ensure that
learning experiences are meaningful, relevant, and respectful for the
children and their families.

4. CHOICE OF BOOKS
 The child’s emotional and chronological age should be taken into account
 related to the child’s circumstances and feelings
 clear and colorful
 Characters should model healthy adaptation patterns
 The hero in the story should also be portrayed realistically,
 complicated stories must be avoided
 know the child’s reading ability
 Consideration of the individual needs and characteristics of group members. Each
member of the group must be faced with the same general problem.
 Assess the readiness of each group member for bibliotherapy, in terms of having a
good working relationship with the helper.
 Group members need to be fairly close in age chronologically or at approximately the
same developmental level
 suggest books rather than prescribe them to the child
 Have on hand several appropriate books dealing with a certain problem that the child
could choose from.

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LANGUAGE ARTS IN THE PRIMARY ESL CLASSROOM (TSLB 3093)

5. STRATEGIES FOR PRESENTATION:

 First step:
 choose an appropriate book
 must address the needs of the student(s)
 main character must have similar problems
 characters make good choices when solving their problems
 story must be as brief as possible
 decide the setting and the interaction (whole class, a small group, or an
individual)
 Four main steps when engaging in a bibliotherapy: Pre-Reading, Guided Reading,
Post-Reading Discussion, Problem-Solving/Reinforcement Activity
 Pre-reading:
 activate background knowledge
 introduces the theme and allows students to compare their experiences with
those in the book as well as make predictions
 Guided reading:
 Adult reading the story aloud to the student(s).
 After the story has been completed teachers allow students to journal or
reflect
 Post-reading discussion:
 “I-SOLVE” model
 students identify the problem
 find solutions to the problem
 look for obstacles that might get in the way of the possible solutions
 look at the solutions again and choose a very good one
 try the solution, and evaluate the outcome
 Reinforcement activity:
 Vary according to the interests of students
 May involve skits, small group work, artwork, or anything else to reinforce the
lesson of the story in an engaging manner.

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