Developing Literary Reading Skills through Creative Writing in German as a Second Language

2011 ◽  
Vol 44 (2) ◽  
pp. 98-105 ◽  
Author(s):  
Per Urlaub
Keyword(s):  
Second Language ◽  
Creative Writing ◽  
Reading Skills ◽  
Literary Reading

Hand-Written Road Maps to Multi-Dimensional Space

2019 ◽  
Vol 1 (1) ◽  
pp. 40-51
Author(s):  
István Berszán ◽  
Philip Gross
Keyword(s):  
Creative Writing ◽  
Dimensional Space ◽  
Literary Reading ◽  
Reading And Writing ◽  
Attention System ◽  
Road Maps ◽  
Collaborative Space ◽  
Literary Practices ◽  
Time Projection

Abstract In their article “Hand-Written Road Maps to Multi-Dimensional Space” István Berszán and Philip Gross investigate the heightened alertness of literary reading and writing in an interview with Gross, the prize-winning British poet and professor of creative writing. After the presentation of the interviewee Berszán ask him questions concerning the kinetic spaces of his literary practices. The itinerary follows issues like place, temporality of occurrences, attention, system and ecology, metaphor, time projection, gesture-resonance and collaboration. Gross seems to be as good a creative playmate during the discussion as he was for children, students, artists or readers who met him in a „collaborative space between”: his answers turn the questions both into hunter and quarry.

Cross-linguistic transfer in second language reading

2008 ◽  
Vol 41 (4) ◽  
pp. 497-508 ◽  
Author(s):  
Keiko Koda ◽  
Pooja Reddy
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Reading Skills ◽  
First Language ◽  
Second Language Reading ◽  
Academic Learning ◽  
L2 Acquisition ◽  
Skills Transfer ◽  
Linguistic Transfer ◽  
Cognitively Demanding Tasks

Research on reading skills transfer has taken shape in two major disciplines: second language (L2) acquisition and reading. Inevitably, its evolution reflects major conceptual shifts in their respective research sub-fields. In L2 research, as a case in point, transfer was initially viewed as interference stemming from first language (L1) structural properties. This view, however, was significantly altered by the subsequent postulation that the language proficiency underlying cognitively demanding tasks, such as literacy and academic learning, is largely shared across languages, and therefore, once acquired in one language, it promotes literacy development in another (Cummins 1979). Reflecting the latter view, the current conceptualizations of transfer uniformly underscore the facilitative nature of previously learned competencies as resources available to L2 learners (e.g. Genesee et al. 2007; Koda 2008).

scholarly journals TECHNIQUES OF A FAIRY TALE LEARNING AT THE LESSONS OF LITERARY READING IN THE PRIMARY SCHOOL

2020 ◽  
Vol 1 (190) ◽  
pp. 156-162
Author(s):  
Svitlana Fedotova ◽  
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Main Part ◽  
Reading Skills ◽  
Efficient Technique ◽  
Literary Reading ◽  
Complex Process ◽  
Primary School Pupils ◽  
Book Exhibition

A fairy tale is a piece of folk work (or literary/ author’s fairy tale) with the elements of fantasy, which has its own peculiarities of reading. The formation of the primary school pupils’ expressive reading skills at the lessons of literary reading is a complex process. Contemporary methodologists have introduced a system of methodological techniques of learning a fairy tale, taking into account its genre peculiarities. In the process of work at a fairy tale the «Grandmother-narrator» /picture № 2/ technique is being realized: at the lesson the text of a fairy tale is being expressively read by a teacher, some fragments are being read by the pupils, preserving the peculiarities of folk performing manner. The peculiarities of a fairy tale structure: the presence of the beginning, main part, ending, triple repetitions is caused by the usage of the technique («I, II, III bricks») in picture № 3). Permanent epithets, emotional and evaluative words create the unique atmosphere of magic in fairy tales. While listening to or reading the fairy tales pupils figure out and use these lexical units in order to characterize fairy heroes, this way realizing the technique in picture № 6. Working at characteristics of positive and negative heroes an important role is given to: «pupils’ questions to the text» (What? Who? Where?); «tricky questions» – a technique in picture № 4). In order to express their attitude to the fairy characters the pupils select «tooltips» (picture № 8). A fairy tale has a didactic nature. The characters are punished for being evil and rewarded for the kindness in it. In some fairy tales the moral is formulated, in others the moral of the tale is not formulated. In such case the technique «Make a note of that» /picture № 7/: it is suggested to the pupils either to formulate the tale’s idea by themselves, or to choose the second corresponding name of the fairy tale from the list of some proverbs. There are some elements of fantasy in the structure of a fairy tale. One of the techniques in the process of work at a fairy tale is the pupils’ looking for the elements of fantasy, a teacher’s talk about the fact that the main spell is a human being’s kind heart will also be appropriate here. Working with a book exhibition will help the pupils to differentiate a folk and a literary tale, to understand in what respect they differ, what groups they are divided into /the technique in picture № 1/. In the process of work at the fairy tale an efficient technique will be a lesson of creativity «Making up a fairy tale independently». Such lesson will help the pupils to notice the peculiarities of a fairy tale plotting best.

scholarly journals How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education

2017 ◽  
pp. 7-26
Author(s):  
Esther Nieto
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Mother Tongue ◽  
L1 And L2 ◽  
The Impact ◽  
Do So

In the last two decades, CLIL (content and language integrated learning) programmes, in which school subjects such as history, geography or mathematics are taught by means of an additional language, have rapidly spread over all the world, since CLIL has been deemed to be an innovative and effective approach for second language learning. Therefore, research on CLIL has precisely focused on the acquisition of the L2, while other aspects, such as the assimilation of the content taught by means of the second language or the impact of CLIL programmes on the mother tongue have received less attention.In this sense, this paper examines how CLIL programmes affect the development of reading comprehension in the mother tongue. To do so, the outcomes in a test of reading comprehension of CLIL (n = 1,119) and non-CLIL students (= 15,984) enrolled in the 2nd year of secondary education (13-14 years-old) were compared. The results indicated that the acquisition of literal reading comprehension and inferential reading comprehension in the mother tongue significantly benefit from CLIL, whereas no significant differences have been detected in critical reading comprehension. The reading skills most benefited by CLIL were global comprehension, lexical comprehension, understanding of space-time relationships, integration of extra-textual information, and identification of extra-textual relations.These data are explained by the critical importance of reading strategies to succeed in CLIL settings, and by the transfer of these strategies between L1 and L2 and vice versa. This hypothesis is supported by previous research on immersion programmes.

scholarly journals A Case Study on Week without Walls (WWW) in UiTM Negeri Sembilan: Critical Reading and Creative Writing beyond the Second Language Classrooms

2019 ◽  
Author(s):  
Wan Zumusni Wan Mustapha ◽  
Mohd Nur Fitri Mohd Salim ◽  
Irma Ahmad ◽  
Sheela Paramasivam
Keyword(s):  
Social Media ◽  
Second Language ◽  
Creative Writing ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Critical Reading ◽  
Language Classrooms ◽  
Flipped Classrooms ◽  
Use Of Social Media

Teaching and learning critical reading and creative writing in the second language have gone beyond the four walls of classrooms and language classrooms. Apart from flipped classrooms, where lessons and assignments can be conducted and done during weekends, public holidays and festive breaks, Universiti Teknologi MARA has moved another step in implementing Week without Walls (WWW) where students learn in a less structured way outside the classrooms. Qualitative method namely case study is used to design the research methodology for this study. The focus on the case study is to see how learning is demonstrated through the use of social media. The case study on diploma and degree students from three faculties found that WWW has increased motivation and interest in teaching and learning of second language reading and writing. Other than using the usual teaching videos, notes on the online platform, students are asked to read Reader’s Digest magazines and post a caption of an interesting article or activity they have read on the social media. Using social learning theory, analysis of the students’ narratives on social media postings reveal that given the freedom to demonstrate their learning experience, students can be creative by posting pictures and videos of what they have read on their social media and realize that learning is not just for assessments.

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