SELECTING AND PRESENTING LITERATURE TO YOUNG LEARNERS: A SYSTEMATIC REVIEW

Abstract

This article presents a systematic examination of the principles, criteria, and pedagogical practices for selecting and presenting literature to young language learners. Drawing on theoretical frameworks and empirical studies spanning several decades, the review synthesizes definitions of children's literature from multiple scholars, establishes evidence-based selection criteria, and outlines effective classroom presentation strategies. The analysis demonstrates that authentic children's literature provides a motivating, meaningful context for language learning by presenting natural language, fostering vocabulary development in authentic contexts, promoting academic literacy and critical thinking skills, and contributing to children's emotional and intercultural development. Key selection criteria include age-appropriate themes, simple language with predictable patterns, clear illustrations, action-oriented narratives, and alignment with curriculum objectives. Effective presentation strategies incorporate pre-reading, while-reading, and post-reading activities that activate prior knowledge, scaffold comprehension, and extend learning through meaningful tasks. The article concludes with practical recommendations for educators and directions for future research.