Thesis

Teaching reading in Black literature by a contrastive analysis approach

The purpose of this project is to provide a workable approach and suggested materials from teaching reading in Black literature on the secondary grade levels by contrastive analysis. Contrastive analysis breaks written content down into its components in order to contrast the components of Black dialect with those of standard English. These materials are intended to be illustrative and not exhaustive. Thus the suggested works and activities should be used as a springboard in collecting and developing materials which are of high interest to the reader so that he will increase reading gains in vocabulary by applying meaning from both dialects to the same terminology. He will improve grammatical accuracy by learning the linguistic systems of both dialects and he will be able to transpose one grammar system to the other at will. He will be thoroughly taught the sound systems in both dialects, incorporating variances of both--thus he will replace a substandard self-translated approach for a systematic rule-bound approach. He will improve comprehension skills as a result of the method of breaking content down and analyzing it in both dialects. Needless to say, he will also grow in the knowledge, understanding and appreciation of the significant contribution Blacks have made to American literature and culture. The materials are in chronological order and are divided into four major units: (1) Ante-Bellum, (2) Protest Literature, (3) Harlem Renaissance, and (4) The New Black Renaissance. Each unit is introduced by a brief literary sketch followed by suggested works, activities and contrastive analysis summary. A sample lesson plan is included to provide the reader with a pragmatic example of how the contrastive analysis approach can be implemented in the classroom. Comments on the sample lesson plan and an analization of the poem in the lesson plan are also included. (See more in text.)

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