scholarly journals Crossovers: Digitalization and literature in foreign language education

2019 ◽  
Vol 9 (3) ◽  
pp. 519-540
Author(s):  
Christiane Lütge ◽  
Thorsten Merse ◽  
Claudia Owczarek ◽  
Michelle Stannard
Keyword(s):  
Foreign Language ◽  
Aesthetic Experience ◽  
Literacy Practices ◽  
Language Education ◽  
Foreign Language Education ◽  
Literary Texts ◽  
International Studies ◽  
Diverse Range ◽  
Literary Education ◽  
Digital Narratives

Digitalization produces increasingly multimodal and interactive literary forms. A major challenge for foreign language education in adopting such forms lies in deconstructing discursive borders between literary education and digital education (romance of the book vs. euphoric media heavens), thereby crossing over into a perspective in which digital and literary education are intertwined. In engaging with digital literary texts, it is additionally important to consider how different competencies and literary/literacy practices interact and inform each other, including: (1) a receptive perspective: reading digital narratives and digital literature can become a space for literary aesthetic experience, and (2) a productive perspective: learners can become “produsers” (Bruns, 2008) of their own digital narratives by drawing on existing genre conventions and redesigning “available designs” (New London Group, 1996). Consequently, we propose a typology of digital literatures, incorporating functional, interactive and narrative aspects, as applied to a diverse range of digital texts. To further support our discussion, we draw on a range of international studies in the fields of literacies education and 21st century literatures (e.g., Beavis, 2010; Hammond, 2016; Kalantzis & Cope, 2012; Ryan, 2015) and, in turn, explore trajectories for using concrete digital literary texts in the foreign language classroom.

scholarly journals The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views

2020 ◽  
pp. 136216882097234
Author(s):  
Art Tsang ◽  
Amos Paran ◽  
Wilfred W.F. Lau
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Large Scale ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Literary Texts ◽  
Latent Factors ◽  
Generic Skills ◽  
Theoretical Contribution

Set against the backcloth of increasing recognition and attention to literature in foreign language education (FLE) globally, this article reports part of a large-scale study of 1,190 secondary-level learners’ views of the benefits of literature, as instantiated by short stories (ShS) and poems and songs (PS) in their English-as-a-foreign-language learning. An inventory of 27 items (13 language-related and 14 non-language-related) was compiled with reference to previous studies and curricular documents. The analyses compared the two modules through independent t-tests, as well as including an exploratory factor analysis to examine latent factors. Findings reveal a three factor structure and a slightly positive view of the benefits of literature. ShS were perceived to be generally more beneficial than PS, especially in the domains of generic skills and work/studies. There were benefits common to ShS and PS, which by extension, may be universal to literary texts at large. This study makes a theoretical contribution by unveiling the potential value of literature in FLE and the three underlying factors of its perceived benefits. Practically, the inventory can be used by foreign language (FL) teachers to measure students’ perceptions to inform their use of literature in FLE.

Postcolonial Indian Experiences

2020 ◽  
Keyword(s):  
Cultural Studies ◽  
Foreign Language ◽  
21St Century ◽  
Pop Culture ◽  
Language Education ◽  
Global Scale ◽  
Foreign Language Education ◽  
Literary Texts ◽  
Indian Diaspora ◽  
Teaching Literature

The 21st century has seen a growing importance of India in foreign language education. Not only has globalisation led to a reshaping of life in India itself, but, on a global scale, the enlarging Indian diaspora has resulted in a spreading and reflection of Indian (diasporic) experiences in economy, literature and (pop)culture. This anthology provides perspectives of how to read and teach these ‘faces’ of postcolonial India. Thereby, it focusses on a variety of literary texts worth implementing in teaching units. The articles take the perspective of literary and cultural studies as base and aim at interconnecting it to major concepts and theories of teaching literature and culture. Finally, it is the aim of this anthology to provide ideas of how to actively teach the different ‘faces’ of postcolonial India in the (advanced) intercultural EFL classroom.

scholarly journals Problem-Value Analysis of Authentic Literary Texts in the Context of Dialogue Space of Foreign-Language Education (Language Specialisations)

2021 ◽  
pp. 204-210
Author(s):  
Nadezhda Vasilievna Izotova ◽  
◽  
Elena Mikhailovna Nikolaenko ◽  
Alina Alexandrovna Zubareva ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Literary Texts ◽  
Value Analysis

scholarly journals Multimodality and Digital Narrative in Teaching a Foreign Language

2021 ◽  
Vol 7 (1) ◽  
pp. 178-189
Author(s):  
Svitlana Fedorenko ◽  
Iryna Voloshchuk ◽  
Yuliia Sharanova ◽  
Nataliia Glinka ◽  
Kateryna Zhurba
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Activities ◽  
Multimodal Learning ◽  
Digital Narratives ◽  
Digital Narrative

The article focuses on the authors’ pedagogical experience of exploiting digital narratives in a foreign language education at a modern university (on the basis of National Technical University of Ukraine “KPI” named after Igor Sikorsky). The study aims to consider multimodality in terms of foreign language didactics. It was designed by the constructivism theory and narratology in terms of teaching a foreign language. The research exploited the set of theoretical methods: analyzing, summarizing, and interpreting scholarly sources on the issue under scrutiny; generalization and conceptualization of the authors’ pedagogical experience. Applying those methods in coherence logic enabled the effective study and interpretation of the concepts of “narrative” and “digital narrative” in their interrelations. In the study, the narrative is viewed as a sociocultural tool that provides students with deeper self-understanding, and complements the communicative system of foreign language acquisition with metacognition and values of life meaning. The digital narrative as a form of expression, empowered and determined by digital technologies incorporates multimodal communication and narrative as a cognitive unity. The authors have stated that multimodality, grounded on information technologies, is introducing entirely new semiotic resources into the communicative environment of foreign language learning. It is also generating innovative ways and forms of oral and written interaction. Multimodal learning activities illustrating the specifics of creating digital narratives by learners of English as a foreign language, are highlighted. The significance of the study lies in the fact that the ongoing COVID-19 pandemic is unquestionably a rather fertile condition for active implementing digital technologies into foreign language education, and developing different multimodal learning activities in this area

scholarly journals Multimodality and Digital Narrative in Teaching a Foreign Language

2021 ◽  
Author(s):  
Svitlana Fedorenko ◽  
Iryna Voloshchuk ◽  
Yuliia Sharanova ◽  
Nataliia Glinka ◽  
Kateryna Zhurba
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Activities ◽  
Multimodal Learning ◽  
Digital Narratives ◽  
Digital Narrative

The article focuses on the authors’ pedagogical experience of exploiting digital narratives in a foreign language education at a modern university (on the basis of National Technical University of Ukraine “KPI” named after Igor Sikorsky). The study aims to consider multimodality in terms of foreign language didactics. It was designed by the constructivism theory and narratology in terms of teaching a foreign language. The research exploited the set of theoretical methods: analyzing, summarizing, and interpreting scholarly sources on the issue under scrutiny; generalization and conceptualization of the authors’ pedagogical experience. Applying those methods in coherence logic enabled the effective study and interpretation of the concepts of “narrative” and “digital narrative” in their interrelations. In the study, the narrative is viewed as a sociocultural tool that provides students with deeper self-understanding, and complements the communicative system of foreign language acquisition with metacognition and values of life meaning. The digital narrative as a form of expression, empowered and determined by digital technologies incorporates multimodal communication and narrative as a cognitive unity. The authors have stated that multimodality, grounded on information technologies, is introducing entirely new semiotic resources into the communicative environment of foreign language learning. It is also generating innovative ways and forms of oral and written interaction. Multimodal learning activities illustrating the specifics of creating digital narratives by learners of English as a foreign language, are highlighted. The significance of the study lies in the fact that the ongoing COVID-19 pandemic is unquestionably a rather fertile condition for active implementing digital technologies into foreign language education, and developing different multimodal learning activities in this area

scholarly journals Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability

2020 ◽  
pp. 136216882091790
Author(s):  
Raees Calafato ◽  
Freda Gudim
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Literary Texts ◽  
Education Programs ◽  
Authentic Materials ◽  
Learner Achievement ◽  
Upper Secondary ◽  
Upper Secondary Schools

In light of the growing importance placed by states on the use of authentic materials in foreign language education programs, this study explored the literary content found in the 18 English, French, and German ministry-approved language textbooks used in upper-secondary schools in Russia. The study identified 150 literary texts, following which it compared how English, French, and German textbooks differed in their approaches to incorporating literature. The findings indicate significant differences between textbooks across languages, as well as some similarities. The study discusses the implications of the findings for learner achievement and motivation, and offers recommendations regarding what can be done to incorporate literature in ways that can deepen learner interest and engagement.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence
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