The Inductive Approach in the Didactics of Foreign Language Literature in Higher Education

This chapter offers a didactic proposal on part of the degree of English studies syllabus in the University of Seville, the 19th century novel. It presents methodological guidelines underlying the inductive approach and a detailed breakdown of activities illustrating it. It aims to show the possibilities of the proposed approach, especially as regards advantages to replace traditional master session. The inductive approach offers a change in the role of the student within the teaching-learning process. It would also enhance students´ participation in the process of text analysis and, consequently, their learning. This role is developed in two ways: emotionally and cognitively. In order to develop main points, it is necessary, first of all, to consider what actions competent professional university training entails.

Teaching Reading to Young English Language Learners Through Folk Literature

The lack of sufficient reading ability and, consequently, inadequate reading achievement continue to affect large student populations in U.S. schools. English language learners (ELLs), who represent the fastest growing segment of student population in the U.S., constitute one of the largest groups of students who perform poorly on state reading tests. There are many factors contributing to English learners' low reading skills. One of these factors is the lack of appropriate and interesting reading materials or insufficient attention to effective text selection. What kind of texts are considered appropriate for language learners? Effective texts for ELLs should be age-appropriate, language-appropriate, culturally relevant, entertaining, and interesting. This chapter suggests that folktales possess many characteristics of effective texts and can serve as a valuable resource for improving young English learners' literacy skills in English. The chapter exemplifies different characteristics of folktales and provides recommendations for the use of folk literature in the language classroom.

Best Practices for Teaching ESL in Higher Education

This chapter examines three realities in the typical higher education English as a second language (ESL) classroom in non-English speaking countries and how they can be resolved to enhance student learning and teaching performance by native- and non-native English-speaking instructors alike. The British Council in 2018 estimated approximately 1.7 billion people were learning and using the English language worldwide in 2015, and the number is only expected to grow in the coming years. Therefore, the importance of this chapter in examining best ESL teaching practices should be obvious. The chapter is based on the author's extensive ESL background in seven nations since 1982 at higher education institutions as well as an integrated literature review related to the practice of teaching ESL.

Between Tradition and Innovation

Numerous publications try to encompass the rhythm of change in classroom and attempt to guide foreign language teachers. This chapter describes how using the methodology of short stories and storytelling to teach ESL/ELT to children opens new ways of renewal, enhances the quality of teaching, breaks routine, and brings novelty to the monotony of lessons. A second purpose of the following pages is to present the advantages of teaching English to children using storytelling while trying to build a bridge between theory and the applications of stories in the classroom. To accomplish this goal, the chapter explores some instruments that offer visual support, and which maximize the impact of short stories' narration. These elements transform the act itself into a multilayered and multimodal experience with numerous benefits, such as the improvement of literacy, enhancement of imagination, the development of children's cultural awareness, the broadening of their general knowledge, the fostering of personal growth, the fomentation of group interaction and collaboration.

Innovation in Foreign Language Literature Didactics in Higher Education

This chapter sets out specific principles for literature in foreign language didactics, specifically, in Higher Education. Three related areas are combined: didactics, literature, and language. The state of the art is presented from the General Didactics to the Foreign Language Didactics. Then, research turns to the scope of EHEA. The objectives of this chapter are mainly two. On the hand, it analyses the evolution in the state of the art of literature in foreign language didactics, and, on the other, it compiles principles to create a working method that brings students closer to their future profession and prepares them as competent professionals.

Developing the EFL Learners' Interdisciplinary Thinking Through Teaching Literature

It is a popularized consensus that literature develops the learners' linguistic competence as well as cultural competence. Accordingly, the teaching practices of literature have been tailored to adapt to the requirement of the EFL context. However, in this process, a digression occurred from the core of engaging the students in literary analysis; instead, the literary text is taught in banking model replica. The discursivity of a literary discourse requires the learners to use their interdisciplinary thinking to perform a transdisciplinary dialogue to decode and interpret a discourse. Teaching literature as a discursive discourse contributes to developing the learners' criticality through the use of interdisciplinary thinking. The recourse to an interdisciplinary teaching of literature would contribute to developing criticality by being exposed to a language of possibilities. The students will be actively involved in decoding the endophoric and the exophoric elements of the literary discourse. This interdisciplinary approach to teaching literature would foster criticality.

The Reading Experience for Children and Young Adults

The main purpose of this chapter is to expose a model of TEFL based on the use of literature as an interdisciplinary tool. Reading authentic literary texts embraces the exploration of the linguistic aspects of the English language and integrates a multifaceted study of the historical context, cultural manifestations, and philosophical features of the literary works. Firstly, a brief overview about the role of literature in language teaching over the past years is presented. Secondly, the advantages and benefits that literature offers students are explained in detail. Finally, a model approach to integrating literature in the EFL classroom is suggested. In all, the scope of this comprehensive pedagogical model provides students with a challenging learning experience that starts in the first year of ESO and is carried out throughout the four years of compulsory education.

Plurilingual and Literacy Competencies in Preschool

This chapter describes a didactic proposal with the main goal of introducing plurilingual and literacy competencies in early school years. Furthermore, the chapter offers a linguistic and intercultural analysis of two picture books that can be used at preschool to promote L2 learning and cultural awareness. Firstly, the legislation regarding preschool is commented on and related to L2 development and acquisition at this stage. Then secondly, children's literature is regarded as an intercultural vehicle and connected to “culture” in a preschool content and language integrated learning (CLIL) setting. Thirdly, two picture books are analysed with respect to their potential as language learning materials and cultural triggers, and finally, some brief reflections are made.

Fostering Language Acquisition and Intercultural Competence Through Authentic Literary Texts

Based on current theoretical foundations, this chapter discusses the advantages of using authentic literature in the EL classroom by providing a first approach to contemporary short stories written in English from different parts of the world. A practical proposal is also provided for language trainers: two multicultural short stories are shown as a means to develop both language acquisition and intercultural communicative competence at B1/B2 levels. The study shows that using authentic literary texts in the EL classroom will enable students not just to improve their reading skills and language input, but also to acquire cultural knowledge and develop critical thinking at the same time.

Story-Telling, Gamification, and Videogames

The educational use of gamification in class has been widely explored by research. Theorizations establish a direct relationship between gamification and higher levels of motivation and engagement of students regardless of their educational levels. When teaching English as a second language, gamification becomes a key factor to provide dynamism to lessons and to foster the consolidation of the content taught in class. Moreover, gamification not only promotes the assimilation of vocabulary and grammar, but also the improvement of oral and written comprehension and production. The extensive use of new technologies in class has proved to be very useful for the implementation of the methodology on gamification. One of the tools that has attracted the attention of educators recently is Classcraft, an online virtual game based on digital storytelling. This chapter aims at explaining and assessing the use of Classcraft as a successful technology-based collaborative learning tool in a course on English as a second language at the university level.