scholarly journals Literature in EFL classes: four teachers' experiences in Brazil

2021 ◽  
Vol 34 (2) ◽  
Author(s):  
Anna Carolyna Ribeiro Cardoso ◽  
Neuda Alves do Lago
Keyword(s):  
Critical Thinking ◽  
English Teachers ◽  
Attribute Importance ◽  
Literary Works ◽  
Authentic Material ◽  
Teachers Experiences

Some of the benefits of using literature in EFL classes include improving vocabulary, critical thinking and providing authentic material. Researchers such as Melo Júnior (2015) and Lago (2016; 2017) investigate literature in EFL contexts, noticing how literature can also motivate students. This paper aims to analyze English teachers' experience in Goiás, Brazil, and their relationship with literature in their EFL classes. Its purpose is to investigate whether these teachers use literary works during their lessons. Four teachers were interviewed for this case study. The results show these teachers attribute importance to literature in EFL contexts. 

scholarly journals Critical thinking, literature and teachers’ instructional activities: An Indonesian case of community service program for English teachers

2021 ◽  
Vol 4 (2) ◽  
pp. 138
Author(s):  
Isti Gandana ◽  
Nia Nafisah ◽  
Ernie Imperiani
Keyword(s):  
Critical Thinking ◽  
Critical Literacy ◽  
Core Competencies ◽  
Critical Role ◽  
English Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literary Works ◽  
Instructional Activities ◽  
Inadequate Knowledge

Critical thinking (CT) has generally been known as one of the core competencies of the 21st-century skills that students need to acquire to succeed in today’s world. To attain this goal, teachers undoubtedly have a critical role to play. Involving a group of Indonesian teachers of English, this study aims to explore the teachers’ initial conceptions of critical thinking as reflected in their planned classroom activities. Specifically, the data collected were in the form of written instructional activities that  used literary works as learning materials. These data were obtained following the teachers’ participation in an online workshop on promoting critical thinking through literature  held for English teachers from MGMP (i.e., English Teachers Working Group) in Bandung Regency. The workshop introduced a model of teaching critical thinking skills using literary works  and required the teachers to design their own instructional activities based on the proposed CT model. Adopting content analysis as the methodological tool to scrutinize the teachers’ prepared materials,  our initial findings indicate that, in general, the teachers had inadequate knowledge of how to incorporate  critical thinking skills into their teaching. Literature was seen merely as a tool to develop students’ linguistic abilities rather than as a way to explore humans’ experiences and to connect ‘the word and the world’. This study recommends that the teachers be given more time to better explore the concepts surrounding  critical literacy  pedagogy  as well as be given more opportunities  for practical application of the promoted instructional model.

PROBLEMS OF THE 2013 CURRICULUM:A CASE STUDY OF IMPLEMENTING ENGLISH ASSESSMENT IN THE 2013 CURRICULUM

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Arini Husnayain
Keyword(s):  
English Teachers ◽  
Assessment Process ◽  
Teaching English

The objectives of this study are to explain the implementation of assessment process in teaching English based on curriculum 2013 and to identify the problems faced by English teachers of MAN Lamongan when teaching English based on curriculum 2013.Keywords: implementation, curriculum 2013, assessment

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

An introduction to the functioning process of embedded paratext of digital literature: Technoeikon of digital poetry

2018 ◽  
Vol 34 (3) ◽  
pp. 646-660
Author(s):  
T Shanmugapriya ◽  
Nirmala Menon ◽  
Andy Campbell
Keyword(s):  
Print Culture ◽  
Historical Perspective ◽  
Electronic Literature ◽  
Literary Works ◽  
Digital Literature ◽  
Digital Poetry ◽  
Cyclical Process ◽  
The Comparative Study ◽  
Digital Components

Abstract The recent digital-born electronic literature has heterogeneous components such as kinetic texts, kinetic images, graphical designs, sounds, and videos. These digital components are embedded with the main text as the paratext of print and digital works such as preface, author’s name, illustrations, and title. However, the comparative study between paratext and embedded paratext of electronic literature shows the different strategic patterns and functions of these entities. We discuss the conceptual framework of illuminant devices of paratexts and propose a new term technoeikon to recognize the functions of embedded literary artifact in digital literary works. We examine the critical construction of new term technoeikon which has a unique characteristic that makes electronic literary works different from print literature. This essay reviews the cyclical process of technoeikon from the historical perspective of pre-print culture and print culture and acknowledges technoeikon as inherited from our tradition. Due to digital contrivances, technoeikon takes a new expression as performing in digital ecology which is different from our traditional analog. This article presents a case study on Andy Campbell's (2007b) Dim O'Gauble. Also, Campbell responds to the interpretation of new term technoeikon in the fourth section of the essay.

De cultuurhistorische waarde van de literatuur

1970 ◽  
Vol 63 ◽  
pp. 163-183
Author(s):  
Lies Wesseling
Keyword(s):  
The Netherlands ◽  
Cultural History ◽  
Literary History ◽  
Literary Works ◽  
Gothic Novel ◽  
The Sixties ◽  
Post War ◽  
Literary System ◽  
Specific Expertise

This article probes the extent to which literary history and cultural history may mutuallyilluminate each other, without neglecting the poetic dimension of literary works. Thispoetic dimension is embedded within the genre repertoires that shape the production andreception of literary works. One should therefore take into close account that the literaryrepresentation of social conflict is always deflected by the prism of genre conventions.Focusing on the case study of the Dutch Gothic novel, I argue that Gothic tales provide aspecific take on the post-war modernization of the Netherlands. As such, they make avaluable contribution to historical debates about the periodization of the sixties andseventies, not in spite of, but because of their specific poetic properties. Thus, it is verywell possible to bring literary works to bear upon the discussion of historical issueswithout either infringing upon the relative autonomy of the literary system or neglectingthe specific expertise of literary studies as a discipline in its own rights.

Primary school teachers’ experiences of teaching strategies that promote pupils’ critical thinking

2021 ◽  
pp. 1-19
Author(s):  
Loredana Lombardi ◽  
Valérie Thomas ◽  
Julie Rodeyns ◽  
Frederick Jan Mednick ◽  
Free De Backer ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Teaching Strategies ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Experiences
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