Literature in language learning: new approaches

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Best Practice ◽  
Pedagogical Approach ◽  
Writing Workshops ◽  
Learning And Teaching ◽  
New Approaches ◽  
Language Classroom ◽  
New Directions ◽  
Creative Writing Workshops

Which are the new directions in learning and teaching Modern Languages and English through literature? How can we use songs to talk about poetry in the language classroom, and how can creative writing workshops help with language teaching beyond the classroom? These are just a few questions addressed in this volume. Researchers and practitioners in Modern Languages and English as a Foreign Language share theory and their best practice on this pedagogical approach.

scholarly journals Translanguaging: Implications for the language classroom derived from the revised version of the CEFR

2021 ◽  
Vol 47 (2) ◽  
pp. 137-152
Author(s):  
Hadrian Aleksander Lankiewicz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
The Other ◽  
Social Changes ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Enhanced Mobility ◽  
The Moment ◽  
The Eu

One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).

scholarly journals Introduction

2020 ◽  
pp. 1-6
Author(s):  
Ana Bela Almeida ◽  
Ulrike Bavendiek ◽  
Rosalba Biasini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Research Network ◽  
Research Groups ◽  
Pedagogical Approach ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Online Tools

A renewed interest in literature is gradually emerging in the foreign language curriculum as demonstrated in recent studies (e.g. Hall, 2015; Matos, 2012; Paran, 2010; Sell, 2005). The surge of research groups and new online tools on this topic, such as the Litinclass website (https://litinclass.wordpress.com/, Almeida, Puig, & Duarte, 2016) or the Literature in Language Learning and Teaching Research Network (https://lilltresearch.net/home/, Paran & Kirchhoff, 2019) testifies to the growing relevance of this pedagogical approach to the teaching and learning of foreign languages.

scholarly journals Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning

SEEU Review ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Elena Spirovska Tevdovska
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Soft Skills ◽  
Foreign Language Learning ◽  
Soft Skill ◽  
East European ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Views And Perceptions

Abstract The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.

Les ateliers d’écriture créative littéraire en classe du FLE : quel impact sur la construction des compétences linguistique, interculturelle et esthétique ?

FRANCISOLA ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 10-22
Author(s):  
Soulaf HASSAN
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Language Learning ◽  
Human Communication ◽  
Writing Workshops ◽  
Communication Humaine ◽  
Literary Writing ◽  
The Impact ◽  
Méthode Qualitative ◽  
Creative Writing Workshops

RÉSUMÉ. Les ateliers d’écriture créative en FLE ont effectivement leur place. Cependant, les activités proposées portent principalement sur les apprentissages linguistiques et culturels de la langue. Cette recherche tente de déterminer l’impact des ateliers d’écriture créative littéraire dans la construction des compétences linguistiques, interculturelles et esthétiques. L’étude est menée par la méthode qualitative consistant à analyser des productions écrites réalisées lors de l’expérimentation et classées par niveau. Il s’agit d’évaluer des critères relevant, à la fois, de la linguistique textuelle et de la communication esthétique. Les résultats montrent que des savoir-faire linguistiques limités ne sont pas un obstacle à la créativité. Les tâches d’écriture réalisées impliquent constamment un travail sur la langue dont le but est l’expression de soi, de l’évolution de son rapport à la langue acquise et à la communication humaine. Cette étude contribue à la réflexion sur l’élaboration d’un cours de production écriture créative. Mots-clés : Atelier d’écriture, Compétence interculturelle et esthétique, Didactique de l’écrit, Écriture littéraire, Français Langue Étrangère.     ABSTRACT. The Creative writing workshops in French as a foreign language have effectively their place. However, the proposed activities focus mainly on linguistic and cultural’s language learning. This research attempts to determine the impact of creative literary writing workshops in the construction of linguistic, intercultural and aesthetic skills. The study is conducted by the qualitative method of analyzing written productions made during the experiment and classified by level. It is a question of evaluating criteria relating both to textual linguistics and aesthetic communication. The results show that limited language skills are not an obstacle to creativity. The writing tasks performed urge every learner to work on the language with the purpose of self-expression, of the evolution of his relationship to the target foreign language and of human communication. This study contributes to the reflection on the development of a creative writing production course. Keywords: Didactic of the Writing, French as Foreign Language, Intercultural and Aesthetics skills, Writing literary, Writing workshop.  

scholarly journals Student perceptions of self-efficacy in the foreign language classroom: A design-based research study

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Rhia Moreno ◽  
Jeffrey Kilpatrick
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Grammar Instruction ◽  
Design Based Research ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom

The foreign language (FL) classroom can be an anxious environment where students feel uncomfortable having to communicate in a language in which they feel inadequate and have little practice. Low self-efficacy in skill-specific tasks is oftentimes the culprit. While there are a number of factors involved in successful language learning, this study examines how practice affects students’ sense of self-efficacy in the foreign language classroom. Using self-efficacy theory and design-based research, this qualitative study ‘flipped’ the classroom to focus on student input and output practice in class with grammar instruction video-recorded for homework. Data were recursively collected and analyzed from ten courses over three semesters. Classroom observations and reflection were triangulated with interviews and focus groups. Findings suggest that practice and self-efficacy in the FL classroom are indeed linked and that other factors such as peer familiarity and grading also play a role. The paper concludes with implications for language learning and teaching.

scholarly journals Literature, challenge, and mediation in 21st century language learning

2020 ◽  
pp. 7-13
Author(s):  
Geoff Hall
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
21St Century ◽  
Language Education ◽  
Literary Text ◽  
Foreign Language Education ◽  
Learning And Teaching ◽  
New Directions ◽  
Education Field

New directions in language learning and teaching are evident today. Students bring transnational, multicultural, multilingual, and digitally mediated experiences and identities into classrooms still sometimes too much modelled on outdated one-language-one-culture-one nation ideologies. Literature’s value in these new circumstances is to challenge readers to independent interpretations, learning, and creativity, with refreshed understandings of what language, culture or indeed literature might be. In this paper I review some relevant recent interventions into the foreign language education field, including a reference to the Council of Europe’s (2018) Companion . I then give a brief example from my own use of a literary text in China.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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