Literature And Language Teaching

The purpose of this study is to contribute knowledge about how resources of language are talked about, used and necessitated in classroom interaction based on literary texts. The specific focus is the use of lexical and grammatical metaphors in teacher-led literature work in basic adult education. The material was generated through observations, voice recordings and collected teaching materials during classroom work with literature in the subject Swedish as a second language. Linguistic theories are used in the analysis. The result shows that both hidden metaphors and more creative lexical metaphors became subjects for discussion during the book talks. Meanings of these metaphors were negotiated by the teacher relating literal meanings to figurative counterparts or, especially in cases where the link between literal and figurative meanings were obtuse, by exemplifications and synonyms. As the meanings were related to characters, plot developments and overall themes in the novel, they also played a part in understanding the novels. Additionally, the result shows that grammatical metaphors, most frequently adjectivised or nominalised verbs, were important resources for describing the characters and explaining figurative language. To use them, the second language learners used communicative strategies such as innovations and over-generalisations of word inflections. Potentials for working with metaphors in a more conscious way are discussed, for example by pointing out how conceptual metaphors such as "war against cancer" reflect cultural perceptions.

Los cuentos de Grimm nacieron en el seno de la literatura germánica; los de Andersen, en el de la escandinava. Sin perder de vista su cuna en sus tradiciones respectivas de la Europa Septentrional, desde hace ya bastantes años esos cuentos constituyen gloriosos exponentes de la literatura universal.

RESUMO Discutem-se relações entre literatura e escola, visando a subsidiar a consideração crítica de concepções e práticas atinentes ao tema na educação infantil, nos anos iniciais e finais do ensino fundamental e no ensino médio. Retoma-se parte da bibliografia brasileira correlata ao tema, pondo em evidência seus pontos de maior convergência, e propõe-se o reexame de pontos de opacidade. Apresentam-se sugestões para o trabalho docente com a literatura na educação básica. Palavras-chave: Educação literária. Leitura literária. Práticas docentes. ABSTRACT This article brings to light discussions on the relationship of literature and school aiming to subside critical consideration towards conceptions and practices regarding the theme in children education, in the early and final years of primary education and secondary education. The study reviews part of the Brazilian bibliography correlated to the theme, focusing on its major converging points in addition to the reexamination of the opaque parts. The text presents suggestions to the teaching of literature in basic education.

Teaching English Language Variation in the Global Classroom offers researchers and teachers methods for instructing students on the diversity of the English language on a global scale. A complement to Devereaux and Palmer's Teaching Language Variation in the Classroom, this collection provides real-world, classroom-tested strategies for teaching English language variation in a variety of contexts and countries, and with a variety of language learners. Each chapter balances theory with discussions of curriculum and lesson planning to address how to effectively teach in global classrooms with approaches based on English language variation. With lessons and examples from five continents, the volume covers recent debates on many pedagogical topics, including standardization, stereotyping, code-switching, translanguaging, translation, identity, ideology, empathy, and post-colonial and critical theoretical approaches. The array of pedagogical strategies, accessible linguistic research, clear methods, and resources provided makes it an essential volume for pre-service and in-service teachers, graduate students, and scholars in courses on TESOL, EFL, World/Global Englishes, English as a Medium of Instruction, and Applied Linguistics.

In the last few decades literary education has been going through a period of crisis due to young people moving away from the traditional literary form (that is, written and printed), the development of more and more innovative technologies and the use of teaching methods that aren't always able to motivate students, who live in a more and more multimedia world. Therefore, it is necessary to introduce some innovative changes in literary education that will firstly consider students' needs, interests and competences. In order to reach our goal we should consider two possibilities: the widening of the literary canon, introducing innovative literary forms, and the openness of literary education to new means through which it can be transmitted (such as the net). With regard to this, song are a potential authentic resource that can build a metaphorical 'bridge' between literary education and youth culture in order to promote literary and linguistic acquisition, high motivation and the development of students' critical sensibility.

The goal of this research paper was to prove that scaffolding activities used during the reading of literature would lead to improved student performance and increase overall enjoyment of the reading experience. The approach involved teacher investment providing extra activities and support during the literature class of a fourth year intermediate group (ERK B1/B2) class at the Rijnlands Lyceum, The Netherlands. Another class received the activities without teacher support, and a third class received neither activities nor support and acted as control group. The framework of Vygotsky's social theory of learning provided the theoretical basis for this research technique. The results demonstrated students who received the extra activities and full teacher support enjoyed the reading experience more and performed better in their individual presentations than both other groups. The conclusion reached in this research is that the use of extra scaffolding activities greatly improved the reading experience of Romeo and Juliet.

Sareko literatur testuak erabiltzen dira, eskolan lau trebetasunak lantzeko. Beraz, testuak digitalizatuta daude, eta ariketak moldagarriak dira, irakaslearen gustura. Testuak dira euskarazkoak, ala itzuliak autore ezagunen obretatik. Xede taldeak euskararen ezagutza nahiko ona beharko luke, literatur testuak ulertzeko, izan daitezen helduak ala gazteak.

This article explores the possibilities provided by self-directed learning by means of Open Educational Resources (OER) in Afrikaans literature teaching. The National Curriculum and Assessment Policy Statement provides a basis on which self-directedness can be motivated and the use of technology such
as OER be supported. From the scholarship on literature teaching, clear links exist concerning self-directed learning. However, in order to foster self-directedness, it is essential that learners are central to the teaching context and that aspects such as active learning, cooperative learning, motivation, metacognition, the communicative approach, problem solving as well as an openness to text choices be considered. Finally, it is also evident from the literature review in this article that OER can provide clear opportunities toward the enhancement of self-directed learning in Afrikaans literature classes. However, despite some initiatives, there is a great need for expanding further online resources such as OER in this context.

It is a given that our media-saturated world is overflowing with images of war and trauma, from the daily news cycle to films and books and TV. Susan Sontag claims, rightly so, that such a proliferation of representations of atrocity shapes modern perception in the West. Sontag theorizes the politics and ethics lurking in this form of spectatorship, in particular examining the ethical questions that arise when it comes to looking at the pain of others. While Sontag writes about the role of photography in mediating this encounter, I find such a focus equally illuminating when applied to graphic narrative. In fact, the ideas Sontag formulates in Regarding the Pain of Others provides an ideal platform for talking about the ways in which graphic narratives shape an ethics of looking at-and therefore of reading-other people's pain.

The main purpose of this paper is to explain the advantages of
using literature as a resource in second and foreign language
classrooms. To this end, the benefits of integrating literature in
language classrooms is first presented within the scope of the
following items: a) authenticity, b) cultural awareness, c) thinking
skills, d) personal development, e) four basic language skills (i.e.
reading, writing, listening and speaking). In the second section,
the paper provides information about the significant contribution
that different literature genres (e.g. poetry, drama) can make to
language learning. The third section of this article highlights the
importance of specific criteria (e.g. students’ language level, age,
cultural background) for selecting appropriate literary texts to be
used in foreign language classrooms. In the concluding section,
this paper suggests that, in order to get the full benefit of these
advantages, language teachers should be properly trained on the
effective use of literary texts, as well. All in all, this paper
emphasizes that literary texts, when chosen carefully, considering
the features of the target group, and used effectively by welltrained teachers in educational settings, can add not only to the
students’ linguistic development, but also to their personal
growth.

Resumo: O artigo aborda teoricamente o papel social da literatura, se oportunizada sua apreciação estética; defende que, assim, a experiência com o texto literário torna-se concreta e a mediação do professor permite ao educando experienciar o mundo por meio da palavra. Ancoradas em noções conceituais bakhtinianas e nas reflexões sobre a literatura e a leitura de Antonio Candido e Paulo Freire, tematizamos a promoção de uma leitura literária dialógica e apresentaremos possibilidades de exploração do texto literário a partir de uma experiência de leitura e análise de obras que se aproximam tematicamente. Para tal, selecionamos dois livros: Boitempo, de Carlos Drummond de Andrade, e Minha vida de menina, de Helena Morley. Discorreremos a respeito de como se constroem as relações familiares no contexto de cada obra (o que servirá de exemplo do que denominamos como metodologia temática), destacando o importante papel do professor como mediador nesse processo que visa à formação de sujeito leitor crítico e consciente de seu papel social. Palavras-chave: Leitura. Literatura. Leitura literária. Mediação. Texto literário. Abstract: This paper theoretically addresses the social role of aesthetically appreciated literature; it argues that this experience with the literary text becomes concrete and teacher's mediation allows the learner to experience the world through words. Anchored on Bakhtin's conceptual notions and Antonio Candido's and Paulo Freire's reflections on literature and reading, we discuss the promotion of a dialogical literary reading and present possibilities of exploration of literary texts based on an experience of reading and analyses of works that are thematically related. For that, we selected two books: Boitempo, by Carlos Drummond de Andrade, and Minha vida de menina, by Helena Morley. We discuss how family relations are constructed in the context of each work (which will serve as an example of what we call thematic methodology), highlighting the important role of the teacher as a mediator in this process that aims at the formation of a critical and conscious reader who is aware of his or her social role.

Araştırmada, ortaöğretim Türk dili ve edebiyatı öğretimi -öğretim programları, öğrenci ürünleri ve öğretmen görüşleri açılarından- uluslararası ölçütlere göre değerlendirilmiştir.
Araştırmada üç farklı çalışma grubu kullanılmıştır.
1. Türk dili ve edebiyatı öğretimini değerlendirebilmek için, 2005 Türk Edebiyatı ile Dil ve Anlatım dersi öğretim programları Uluslararası Bakalorya Diploma Programı (IBDP) Türkçe A1 dersi öğretim programıyla amaç, hedef-kazanımlar ve ölçme değerlendirme süreçleri açılarından karşılaştırılmıştır.
2. Türk dili ve edebiyatı öğretiminin öğrencilere kazandırdığı yazılı ve sözlü anlatım becerilerini uluslararası ölçütlere göre değerlendirebilmek için, lise 4. sınıf öğrencilerinden seçilen 43 kişilik bir çalışma grubu oluşturulmuştur.
3. Türk dili ve edebiyatı öğretiminin uluslararası ölçütlere göre düzeyi ve bu düzeye ulaşırken karşlaşılan sorunlara ilişkin öğretmen görüşleri, Eskişehir il merkezindeki liselerde -meslek liseleri ve özel liseler hariç- görev yapan 143 öğretmene ulaşılarak elde edilmiştir.
Araştırma sonuçlarına göre;
1) Türk Edebiyatı ile Dil ve Anlatım dersi öğretim programları IBDP Türkçe A1 dersiyle amaçlar ve hedef-kazanımlar açısından benzerlik göstermektedir; ancak IBDP Türkçe A1 dersinin ölçme ve değerlendirme süreçleri daha belirgin, detaylı ve nesneldir.
2) Türk dili ve edebiyatı öğretiminin değerlendirilmesinde, öğretmenler arasında müşterek ölçütler kullanılmadığı görülmüştür. Bu anlamda Türk dili ve edebiyatı öğretiminin değerlendirilmesinde öğretmenden öğretmene değişen öznel bir uygulama ortaya çıkmaktadır.
3) On ikinci sınıf öğrencilerinin dil ve anlatım becerileri uluslararası ölçütlere göre 10 üzerinden 5-6 arasında çıkmıştır; bununla birlikte kız öğrencilerin dil ve edebiyat becerileri erkeklerden, genel olarak öğrencilerin sözlü anlatım becerileri de yazılı anlatım becerilerinden -uluslararası ölçütlere göre-yüksek sonuçlar göstermiştir.
4) Türk dili ve edebiyatı öğretmenleri, merkezî sınavla öğrenci alan okullardaki öğrencilerin dil ve edebiyat becerilerinin diğer okul türlerinde öğretim gören öğrencilere göre uluslararası ölçütlere daha yakın olduğunu düşünmektedir. Ayrıca bu öğretmenlere göre uluslararası ölçütlere ulaşılamamasında öğrencilerden kaynaklanan sorunlar daha etkilidir.

L’efficacia dell’uso dell’input filmico per la didattica della lingua e della cultura italiane L2/LS è attestata da numerosi studi. Il presente articolo intende estendere questa riflessione all’impiego delle sequenze cinematografiche per avvicinare alla lettura dei testi letterari. L’obiettivo è quello di promuovere l’utilizzo del cinema per insegnare la lingua, la cultura e la letteratura italiane L2/LS. A partire dalla giornata di formazione della Scuola Estiva Itals del 7 luglio 2020, nell’articolo si esamineranno le potenzialità e le criticità legate all’uso glottodidattico dell’input filmico. In seguito, si presenteranno le fasi dell’Unità di Acquisizione (UdA) strutturate sulla visione delle sequenze cinematografiche assieme a una selezione di tecniche didattiche. Infine, si proporrà un’UdA esemplificativa basata su “Una questione privata”, film di Paolo e Vittorio Taviani (2017) ispirato all’omonimo romanzo di Beppe Fenoglio (1963).

Building on the writing skills students developed in English 102: Analysis and Argument, English 103 introduces students to a range of works within at least two literary genres. In addition to a minimum of one play, novel, or novella, students analyze works from other literary genres such as short stories and poetry. English 103 covers the basics of literary analysis and research.

This paper constitutes a relatively new area that has emerged from the relation between writing skills and literature. Admittedly, it is often believed that literature is rich in linguistic knowledge and has been proved as a good source of well-developed structure. Namely thatEnglish teachers nowadays are concerned about their teaching style; thus, they are seeking new ways to teach the writing skill effectively, one of which is using literature to improve students' writing skills. Therefore, this study tries to find out the effectiveness of literature as a tool in improving the writing skill for students at primary levels. To achieve this aim, the researcher interviewed (20) male and female teachers who are selected semi-randomly from public schools in Palestine; West Bank and Gaza Strip. In this respect, the present paper explores teachers' opinions regarding using literature as a tool to improve students' writing skills. Results showed that teachers should invest more...

Ο Φάκελος Υλικού σε 45 Κριτήρια Αξιολόγησης είναι ένα μοναδικό εργαλείο διδασκαλίας και μάθησης σχετικά με τη Συνεξέταση Γλώσσας και Λογοτεχνίας, που απευθύνεται σε όλους τους εκπαιδευτικούς που διδάσκουν Γλώσσα στο Λύκειο και, κυρίως, σε όσους προετοιμάζουν μαθητές για τις Πανελλαδικές εξετάσεις. Τα 45 κριτήρια αξιολόγησης, που αξιοποιούν όλα τα κείμενα του Φακέλου, συνδυασμένα με όλων των ειδών τα κειμενικά είδη, ξεφεύγουν από την κοινή λογική μιας απλής τρίωρης εξέτασης, καθώς το καθένα αποτελείται από 25 θέματα τύπου Β΄ –ώστε να εξαντλήσει ο εκπαιδευτικός όλη τη θεωρία – και από εναλλακτικές επιλογές σε ερωτήσεις τύπου Α, Γ και Δ, ώστε οι μαθητές να αγγίξουν ποικίλες πτυχές του εκάστοτε θέματος. Πρόκειται για ένα βιβλίο-πολυεργαλείο, που επιμένει σε θέματα βαθιάς κατανόησης κειμένου μέσα από την παράλληλη άσκηση των μαθητών στη λειτουργία των μορφοσυντακτικών δομών που υπηρετούν το νόημά του. Το βιβλίο αυτό −απόσταγμα επισταμένης ενασχόλησης με το μάθημα της Γλώσσας−  μυεί τον μαθητή σε κάθε μορφή σύγχρονου εγγραμματισμού και τον καθιστά έτοιμο να αντεπεξέλθει σε όλα τα πιθανά ερωτήματα των Πανελλαδικών εξετάσεων.

Der folgende Artikel setzt sich mit der Frage auseinander, was Graphic Novels sind und warum sie sich insbesondere für den Fremdspracheunterricht auf niedrigeren Sprachniveaus eignen. Neben einem kurzen theoretischen Überblick über die Definition und Geschichte von Comics, soll auf das Potential des Mediums in der Schulung so genannter Multiliteracies und in der Lesesozialisation eingegangen werden. Ein Auszug aus einer Didaktisierung von Marjane Satrapis Persepolis gibt schließlich ein Beispiel für einen möglichen Einsatz im Deutsch als Fremdsprache-Unterricht mit Jugendlichen.

William Golding's canonical young adult novel, Lord of the Flies, deals primarily with young people forced to survive together, and the powerful effects of groupthink, paranoia, and lack of leadership. The story revolves around a group of schoolboys whose plane is shot down over a deserted island. The surviving boys assemble and elect a leader, the protagonist Ralph, and devise ways to stay alive until rescue arrives. They choose other boys, including Jack and his group of choir boys, to hunt and explore the island. Things devolve into chaos as conflicts arise between the boys, and their lack of strong leadership and large-scale paranoia over supposed "monsters" inhabiting the island result in the death of two of the children. Golding's is a true "problem novel," where there is no happy ending, and no simple explanation-readers are forced to confront complex social and emotional issues, indicative of the "dark and tragic conclusions" they experience in real life (Cole, 2009). This novel presents a unique opportunity for teachers like myself to allow the reading to become a group activity, something that removes them from the isolating experience of reading a novel alone, and mirrors the social experience had by the characters in the novel. As I approach this novel with my English classes, I find myself drawn to the idea of putting them in a similar survival situation. Of course, I cannot abandon them in the woods, or put them in any actual danger, but I plan to give them a very open-ended group assignment before even introducing the novel: they are going to create, as an entire class, a three-day survival plan for a hypothetical emergency situation in our school. For my pre-reading activity, I used an earthquake (something that has been the topic of our district-wide safety meetings already) as an example.

The main focus of this thesis is on the importance of teaching literature and the presentation of theoretical views that demonstrate why and how this type of teaching can be improved. The presentation of the methods and examples of teaching provided in the thesis are intended for EFL high-school students. The enrichment of teaching literature can be achieved through the aid of film and multimedia to compensate the lack of literary themes in the high-school environment in Croatia. For that reason the existing methods of teaching literature are listed and discussed upon, as new ways of incorporating film and multimedia are provided to demonstrate the ways in which the students could benefit from them. Finally, examples of incorporating film and multimedia with literary texts are provided to illustrate the way a teacher could use these types of resources to inspire cultural-growth and communication skills of his/her students.

Instructors and theoreticians have always searched for new ways of teaching language to students better. One of them is to benefit from literature in the language classroom. The literature of the target language is regarded as a contributing factor to the target language learning and remained in the English curricula of non-English speaking countries (Stern, 1991). There are several arguments about the use of literature in the language classroom and what it can offer to foreign language learners. These arguments primarily comprise the linguistic, cultural, and educational value of the literature. Literature is mostly regarded as the richest source of a language. What Lee (1970) says about the value of studying literature in terms of language learning is remarkable: It is in the literature that the resources of the language are most fully and skillfully used. It seems to follow that literature should enter into the language study of those who are to use the language with the greatest possible skill and effect (Cited in Sage, 1987, p.6). Collie and Slater (1987) argue that students enrich their language, studying literary works. For instance, functions of the written language can be exposed to students by means of literature. Rahim (1989) mentions that literary works use language lavishly and teach additional language. Carter and Walker (1989) assert similar things saying that because literature, itself, is language; it can serve well the language learning purposes. Rich metaphorical usages of the language not only teach additional language but also engage students with critical concepts. Furthermore, literature can offer authentic language to the language classroom. Collie and Slater (1987) explain the authenticity of literary texts saying that literary works are authentic because they are not arranged specifically to a language teaching situation. A great deal of the authentic language is available in recent course books such as city plans, advertisements, and newspaper articles. By means of these materials, students are exposed to real-life situations in a classroom setting. Collie and Slater continue their arguments mentioning that nothing can be more complementary than literature to the course books. Once the students achieve some basic language level, they can start studying literature with the works close to their language proficiency level. Moreover, learners will more or less start to cope with language intended for native speakers, and thus they gain additional familiarity with many different linguistic uses, forms, and conventions of the written mode: with irony, metaphorical language, argument, and so forth. York (1990) similarly states that especially in narrative literature such as the novel, learners can always find something of human beings,

This paper discusses two pairs of approaches used in teaching literature in the ESL classroom: Reader-centered Approach versus Language-based Approach and Thematic Approach versus Cultural Model Approach. There are similarities between the role of the teacher in reader-centred approach and that of the teacher in language-based approach.Thematic approach appears to be more effective used in teaching literature. Unlike cultural model approach which is teacher-centred, thematic approach is student-centred by which all students are required to involve in the teaching and learning process directly.

Literary education and language education are connected by a relationship of mutual exchange. On the one hand, without the mastery of appropriate language skills it is impossible to grasp the complexity of literary works. On the other, improving language competence is one of the multiple aims of literary education. Moreover, considering the current multicultural dimension of the Italian school system, teaching literature from an intercultural perspective provides an opportunity to foster the development of relational skills while discussing the meaning of the works.
In this scenario, we explore the state of the art of literary education and the teaching of literature in Italy and we consider their implications with language education, intercultural education, and intercultural communication. Furthermore, we present both a model of literary and intercultural communicative competence and a hermeneutic and relational method, also aimed at improving language acquisition and promoting intercultural awareness. In our view, literary and intercultural communicative competence makes it possible to communicate effectively in events where the language is spoken in order to understand literary texts, to identify the original meanings, to discuss their significance from the students’ current perspective, and to formulate critical judgements.
The aim of the volume is to offer content and methodological resources for the teaching of literature that can impact positively on the development of language and relational skills. Thus, we draw up some guidelines aimed at increasing students’ motivation for studying the works, fostering their active participation and allowing literature to preserve its educational function.

A obra reúne ensaios de pesquisadores que discutem variadas reflexões sobre leitura e literatura endereçada a crianças e jovens, articulando questões teóricas e práticas. Nossa expectativa é que E-book seja recebido como um presente e que, por meio de sua divulgação, chegue a todos interessados, professores, pesquisadores, mediadores de leitura e bibliotecários.

This chapter starts from college teachers’ frequent recognition that pedagogic materials, in ‘language through literature’ as in many other fields, often work best when designed with a particular group (or at least kind) of student in mind, and with sensitivity to linguistic, cultural and other factors which characterise a given teaching situation. Despite widespread acknowledgement of the value in targeting materials this way, however, not much importance is given in teacher-development or during in-service training to understanding how workshop materials can be devised rather than merely used. This chapter considers aspects of groupwork-materials design including: choice of passage; devising tasks; implementing the activity in a classroom session; and evaluating the learning which takes place. Discussion is organised around an activity (based on Elizabeth Smart’s 'By Grand Central Station I Sat Down and Wept', 1945) which was devised by the author for a given occasion. Participants' responses, when the activity was tested in two experimental classes, are reported.

This paper constitutes a relatively new area that has emerged from the relation between writing skills and literature. Admittedly, it is often believed that literature is rich in linguistic knowledge and has been proved as a good source of well-developed structure. Namely thatEnglish teachers nowadays are concerned about their teaching style; thus, they are seeking new ways to teach the writing skill effectively, one of which is using literature to improve students' writing skills. Therefore, this study tries to find out the effectiveness of literature as a tool in improving the writing skill for students at primary levels. To achieve this aim, the researcher interviewed (20) male and female teachers who are selected semi-randomly from public schools in Palestine; West Bank and Gaza Strip. In this respect, the present paper explores teachers' opinions regarding using literature as a tool to improve students' writing skills. Results showed that teachers should invest more time and effort to make the best use of literature. Based on the results, the researcher recommended doing an experimental study between two groups to explore to what extant literature helps students in learning language skills.

Capítulo 1 Coleção “Literatura Comentada”: leitura e poesia
Capítulo 2 Literaturas e infâncias: pesquisa (d) e pós-graduação como espaço político
Capítulo 3 Notas para uma história da revista Contexto (1992-2011): contribuições para a formação em estudos literários no Espírito Santo
Capítulo 4 À beira do abismo: quais são as dissertações e teses sobre uma literatura no livro didático de ensino médio?
Capítulo 5 Literatura juvenil: uma leitura de Iara e Arca da Filosofia, de Maurício Abdalla
Capítulo 6 A poesia contemporânea em livros didáticos e a formação de leitores escolarizados: uma armadilha institucionalizada
***
Chapter 1 Popular Book Collection “Commented Literature”: reading and poetry
Chapter 2 Literature and childhood: research and postgraduate studies as a political space
Chapter 3 Notes for a history of Contexto magazine (1992-2011): contributions to the formation of literary studies in Espírito Santo
Chapter 4 On the edge of the abyss: what are the dissertations and theses about the literature teaching in the high school textbook?
Chapter 5 Youth literature: a reading of Iara and the Ark of Philosophy, by Maurício Abdalla
Chapter 6 Contemporary poetry in textbooks and the education of school reader

The teaching of English as a foreign language has always been uneasy work. In addition to the inappropriate teaching practice, the lack of contextual language exposure characterizes one of the hindrances in the English teaching and learning process for the foreign learners. Undoubtedly, it requires an alternative and creative way to meet the hindrance and to offer a solution as well. This paper attempts to provide an answer by proposing the use of literary text, which is frequently questioned as to its benefit for language teaching, to assist the engagement of students as foreign learners to the language exposure in order to arrive at the expected language skill and awareness. The inclusion of literary text in EFL class due to its authenticity, cultural enrichment, language enrichment and personal involvement, is assumed to bridge the students' lack of language exposure through interacting with the text. Besides serving the language learning dimensional benefits of literary text, this paper also touches teaching approach that might hamper the effectiveness of applying literary text in the EFL class. It is thought to be necessary for making the way for intensive use of literary text for foreign learners.

Das didaktisch-pädagogische Konzept der Lernerzentrierung und Handlungsorientierung sollte in der fremdsprachlichen Literaturdidaktik und in der Auslandsgermanistik mehr Beachtung finden. In diesem Aufsatz werden die Meinungen von türkischen DaF-Studierenden hinsichtlich neuer Verfahren der fremdsprachlichen Literaturvermittlung durch die Methode der Befragung untersucht. Dabei wurde das literarische Rollenspiel als eines der produktiven Verfahren der Literaturdidaktik verwendet. Im Interesse der Untersuchung stehen zwei grundsätzliche Fragen: 1. Welche Lernprozesse lösen produktive Verfahren bei türkischen Lernergruppen aus? 2. Welche Lernziele und Schlüsselqualifikationen können durch den Einsatz von produktiven Verfahren gefördert werden? Die Ergebnisse der Untersuchung zeigen, dass sowohl beim Lernprozess als auch beim Lehrprozess positive Effekte erzielt werden. Der Zugang zum Textverständnis wird ermöglicht, weil die türkischen Studierende interessiert, motiviert und aktiviert werden. Laut den Angaben der Befragten werden das Erreichen der neuen Lernziele wie z.B. Fremdverstehen, Perspektivenwechsel und die Fähigkeit zu Schlüsselkompetenzen gezielt unterstützt und gefördert. Die positiv ausfallenden Ergebnisse dienen als Beweis für den Bedarf und für die Forderung der türkischen Deutschlehrerkandidaten, dass an türkischen Universitäten moderne und offene Formen der fremdsprachlichen Literaturvermittlung in die Praxis gesetzt werden sollten. Dalim Çigdem Ünal, Lehr-und Lernprozesse fremdsprachlicher Literaturdidaktik: Eine Untersuchung mit türkischen DaF-Studierenden am Beispiel des literarischen Rollenspiels. Zeitschrift für Interkulturellen Fremdsprachenunterricht 12:3, 2007, 23 S. 2 Dalim Çigdem Ünal, Lehr-und Lernprozesse fremdsprachlicher Literaturdidaktik: Eine Untersuchung mit türkischen DaF-Studierenden am Beispiel des literarischen Rollenspiels. Zeitschrift für Interkulturellen Fremdsprachenunterricht 12:3, 2007, 23 S.

The Hybrid edition of the Innovation in Language Learning International Conference will take place on 11-12 November 2021.
The objective of the Conference is to promote transnational cooperation and share good practice in the field of the application of Information and Communication Technologies (ICT) to Language Learning and Teaching. The Innovation in Language Learning Conference is also an excellent opportunity for the presentation of previous and current language learning projects and innovative initiatives.

The Call for Papers is addressed to teachers, researchers and experts in the field of language teaching and learning as well as to coordinators of language teaching and training projects.
Experts in the field of language teaching and learning are therefore invited to submit an abstract of a paper to be presented in the conference.

Within the last few decades literature has been broadly recognized in many disciplines as a major way of knowing, a distinct narrative mode of under­ standing that can contribute to a keen and critical mind. By stimulating attention to dilemmas, alternative human possibilities, and the many­ sidedness of the human situation, literature provides "the varying perspec­ tives that can be constructed to make experience comprehensible" (Bruner, 1986, p. 37). Theoretical conceptions of the act of reading literature have also changed during the last century from New Critical approaches for getting static meaning out of a text to constructivist approaches requiring read­ ers' active making of meaning (Bartholomae & Petrosky, 1986; Rosenblatt, 1978). Literature learning, in this view, involves creating and elaborating responses and interpretations within the constraints and resources of the text and classroom conversations-as a means of learning to enter into larger cultural conversations about interpretations and possible meanings (Applebee, 1996). Research evidence, however, suggests that literature learning as taught in the secondary school has not generally supported such constructivist ways of knowing and thinking. In many classroom contexts, interactions about literature cut off students from their own responses and reflec­ tion-even teachers who believe they are holding "discussions" insist on their own "correct" textual interpretation (

This paper examines the role and the position of the English Literature component in the current Malaysian English curriculum. A brief historical overview of the role and the position of English literature in the Malaysian curriculum will be provided. English literature has been through volatile changes throughout the years and is often seen to play a secondary role to help increase English proficiency of students. In the preliminary National Education Blueprint (2013 – 2025), once again English literature is juxtaposed as a tool to help increase English proficiency. Given the many revamps the curriculum in Malaysia has undergone, this paper argues that there is a general state of ambivalence towards the role and position of English Literature in the curriculum. This paper proposes that English Literature as a subject should be reconceptualised given its potential to help educate and prepare young Malaysians for the impact of globalization and the vibrant changes and challenges in the Malaysian political and social context. Literature should no longer be considered merely as a tool to increase English proficiency; it should serve as a bridge to educate young Malaysians about their rich literary traditions, heritage and culture.

The study is directed to improve students' comprehension of poems using the Two Stay-Two Stray strategy. The subject of this study is 23 students of the sixth semester of English department of FKIP at Islamic University of Malang. This study uses collaborative action research design which consists of four main steps: planning, implementing, observing, and reflecting. The data is taken from quiz, observation checklist and field notes. The findings indicate that using TS-TS strategy can improve the students' comprehension of poems. The average score of students' test in Cycle 2 is 80 and the students' active involvement in Cycle 2 is 86%. The data are obtained from the implementation of TS-TS strategy in improving students' comprehension of poems. Abstrak: Penelitian ini bertujuan untuk meningkatkan penguasaan siswa terhadap puisi dengan menggunakan strategi Two stay-Two Stray. Subjek penelitian adalah 23 orang mahasiswa semester 6 Jurusan Pendidikan Bahasa Inggris FKIP Universitas Islam Malang. Penelitian ini menggunakan desain penelitian tindakan kelas yang terdiri atas empat langkah utama, prencanaan, pelaksanaan, observasi dan refleksi. Data diperoleh dengan menggunakan kuis, observasi dan catatan lapangan. Temuan penelitian menunjukkan bahwa strategi TS-TS dapat menigkatkan penguasaan siswa terhadap puisi. Rata-rata skor siswa paa siklus 2 adalah 80 dan keterlibatan aktivitas siswa di siklus 2 adlah 86% . Data ini diperoleh dri implementasi strategi TS-TS dalam meningkatkan penguasaan siswa terhadap puisi.

Partendo dalla volontà di situare la trattazione di un classico della letteratura inglese in un’attività didattica stimolante e collaborativa, è nato questo webquest, dove gli studenti sono chiamati ad affrontare Amleto utilizzando materiale reperibile sul web per poi costruire in gruppi un prodotto finale da presentare alla classe. Adottando la struttura ormai collaudata del webquest e rinfrescandola con una serie di fattori innovativi principalmente legati alle nuove possibilita’ offerte dal “Web 2.0”, l’autore propone un modello di webquest che ha prodotto risultati molto positivi e che può essere liberamente riproposto così com’è o modificato a piacimento dalla comunità dei docenti e degli studenti.

The present paper aims at highlighting the importance of studying literature in the Algerian English language classroom. It sheds light on some of the competences that can be developed through literary modules namely: communicative and linguistic competences, critical thinking, and cultural awareness. These key competences are regarded today as crucial for the development of personal, social, and professional lives.