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 Pedagogical Approaches to Foreign Language Education: A discussion of poetic forms and culture

2009 ◽  
Vol 3 ◽  
Author(s):  
Rosa Hong Chen
Keyword(s):  
Foreign Language ◽  
Cultural Awareness ◽  
Language Education ◽  
Foreign Language Education ◽  
Cultural Significance ◽  
Linguistic Features ◽  
Teaching Literature ◽  
Cultural Aspects ◽  
Language And Literature ◽  
Poetic Texts

In recent years an increasing interest has been directed to the study of the interplay of language and literature and to the various ways linguistic features in reading and teaching literature are related. This paper argues for the importance of poetry for cultural awareness in foreign language education. Through examining classical Chinese poetry, I emphasize that the non-ordinary use of poetic language has a special function in promoting cross-cultural understanding. This study focuses on examining the three poetic dimensions by showing their connotative potentials for social and cultural aspects essential to teaching poetic texts. Through exploring these three levels of poetry contributing to cultural significance, I explore the appropriate pedagogy in foreign-language poetry teaching.

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.

Teaching Foreign Languages in the Twenty-First Century

2017 ◽  
pp. 92-113
Author(s):  
Sarah Gretter ◽  
Ager Gondra
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Expertise ◽  
First Century ◽  
Teacher Experience ◽  
Foreign Languages ◽  
Technology Standards ◽  
Hybrid Teaching

This chapter explores the case of a hybrid Spanish program where technology, standards, and teacher expertise in foreign language education are merged to bolster students' learning. The chapter identifies the instructional elements relevant to 21st century foreign language education, and depicts the transactional relationship between technology, standards and teacher experience in a Spanish hybrid teaching environment. Finally, we provide a set of recommendations for current and future Spanish educators, as well as foreign language educators in general based on the experiences shared by students, educators, and administrator in the program.

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
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