Speaker
Description
Literary texts used in EFL teaching often emphasize language practice such as vocabulary and reading fluency, overlooking literature’s potential to stimulate philosophical inquiry. This small-scale qualitative classroom study explores how higher-order questions, guided by revised Bloom’s taxonomy, transformed students’ reading of The Little Prince from basic comprehension to deeper reflection on its themes. Analysis of classroom discussion and students’ book reviews revealed a shift from story-focused responses to personal and philosophical interpretation.
Abstract section 5: References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans.
Carter, R., & Long, M. (1991). Teaching literature. Longman.
Saint-Exupéry, A. de. (2000). The little prince (K. Woods, Trans.). Harcourt. (Original work published 1943)
Abstract section 2: Contribution/research questions
To explain the use of higher-order questions in teaching literary texts such as The Little Prince and to demonstrate how such questions can transform simple reading comprehension into deeper cognitive and philosophical engagement.
Abstract section 1: Relevance
Bloom’s taxonomy (Bloom, 1956) conceptualizes learning as a hierarchy of cognitive processes from remembering to evaluating and creating. In many EFL classrooms, questions related to reading materials remain at lower cognitive levels. However, research suggests that higher-order questioning encourages deeper engagement with conceptual knowledge (Anderson & Krathwohl, 2001). When teaching The Little Prince, a symbolic text rich in existential themes such as friendship, responsibility, loneliness, and death, higher-order questions can stimulate philosophical discussion. This approach aligns with Carter and Long’s (1991) personal growth model of literature teaching, which highlights literature’s role in fostering reflection on culture, society, and the self.
Abstract section 4: Outcomes/results
Students’ use of abstract concepts and reasoning, evaluative language, and expressions of emotional engagement in both classroom discussions and written book reviews demonstrates their active engagement with the themes and personalization of the text. These findings suggest that higher-order questioning can serve as a useful pedagogical strategy for teachers who wish to incorporate literary texts into All-English classrooms in an EFL setting. Participants will learn about the cognitive processes categorized by Bloom’s taxonomy and how to generate higher-order questions for literary texts using Bloom’s taxonomy.
Abstract section 3: Content/method
I will demonstrate how sequenced questions from lower- to higher-order levels guided students from focusing on the narrative aspects of a literary text to engaging in philosophical inquiry. Evidence of students’ reflection on the themes and their personalization of the text will be presented through analysis of their contributions in classroom discussions and their written book reviews.
| Title | Higher-Order Questioning in Teaching The Little Prince |
|---|---|
| Teaching Context | Junior/senior high-school |