scholarly journals Teaching Psychologically Challenging Texts with Drama Pedagogy

2010 ◽  
Vol IV (2) ◽  
pp. 7-21
Author(s):  
Lynn Marie Kutch
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Individual Experience ◽  
Holocaust Literature ◽  
Drama In Education ◽  
Personal Connection ◽  
The Holocaust ◽  
Language Classroom ◽  
Language Classrooms ◽  
The Subject

Many instructors who treat the subject of the Holocaust have effectively used the vivid imagery of literature and emphasized the personal connection that memoir offers to promote a multifaceted understanding of the intellectually and psychologically challenging material. Applying the kinesthetic techniques of drama in education, as I propose in this article, can greatly enhance the teaching and learning process, and contribute to a more profound awareness of connections between individual experience and national collective histories. When students use drama techniques to become part of a story through, for example, subtext and substitution, they may view themselves not only as more active participants in memory and history, but also as more capable social critics. In this essay, I outline a drama pedagogical model for unlocking Holocaust literature in the foreign language classroom using examples from Ruth Klüger’s weiter leben. Although I focus on this one text, instructors can use the series of techniques I discuss here as a prototype for analyzing other psychologically challenging texts in their language classrooms. Many instructors who treat the subject of the Holocaust have effectively used the vivid imagery of literature and emphasized the personal connection that memoir offers to promote a multifaceted understanding of the intellectually and psychologically challenging material. Applying the kinesthetic techniques of drama in education, as I propose in this article, can greatly enhance the teaching and learning process, and contribute to a more profound awareness of connections between individual experience and national collective histories. When students use drama techniques to become part of a story through, for example, subtext and substitution, they may view themselves not only as more active participants in memory and history, but also as more capable social critics. In this essay, I outline a drama pedagogical model for unlocking Holocaust literature in the foreign language classroom using examples from Ruth Klüger’s weiter leben. Although I focus on this one text, instructors can use the series of techniques I discuss here as a prototype for analyzing other psychologically challenging texts in their language classrooms.

scholarly journals Ethnographic approaches to developing intercultural competence through intercultural interactions in the higher education context in China

2020 ◽  
pp. 11-36
Author(s):  
Yi’an Wang ◽  
Liyang Miao
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Classroom ◽  
Language Classrooms ◽  
Intercultural Interactions

With the recent developing trend of redefining ‘culture’ across disciplines in intercultural and foreign language education (Corbett, 2003; Shaules, 2007; Spencer-Oatey & Franklin, 2010), it is widely agreed that culture requires a broader definition to improve the teaching and learning of it. Wilkinson (2012) suggests “a redefinition of culture in anthropological rather than aesthetic terms” (p. 302) to ensure that intercultural and language learning leads to Intercultural Competence (IC). Others (Buttjes, 1991; Risager, 2006) also note the importance of anthropological conceptualization when culture is taught in foreign and/or second language classrooms, because motivation to learn the language is increased. Byram (1991) similarly emphasized the need to include active ‘cultural experience’ in the foreign language classroom, and provided examples including cooking and geography lessons, in which students learn about the food and geography of the country whose language they are studying. A crucial element in research within the anthropology field is ethnography. Thus, to achieve a fuller understanding of culture “as the full gauntlet of social experience that students of foreign languages both learn and participate in” (Wilkinson, 2012, p. 302), including Holliday's (2004) concept of ‘small culture’, students should take on the role of ethnographer too; ethnography practices, in a variety of forms, have become central to intercultural approaches to culture and language teaching and learning (Corbett, 2003).

NEGOTIATED INTERACTION IN TARGET LANGUAGE CLASSROOM DISCOURSE.Jamila Boulima. Amsterdam: Benjamins, 1999. Pp. xiv + 338. $79.00 cloth.

2001 ◽  
Vol 23 (1) ◽  
pp. 126-128
Author(s):  
Alison Mackey
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Target Language ◽  
Review Of The Literature ◽  
Comprehensive Review ◽  
Language Classroom ◽  
Negotiated Interaction ◽  
Language Classrooms ◽  
The Subject

The topic of this book, part of a new series published by Benjamins entitled Pragmatics and beyond, is negotiated interaction. It begins with a lengthy introduction to the subject matter, and then presents an empirical study of negotiated interaction in English as a foreign language classrooms in Morocco. The first two chapters (a third of the text) seek to operationalize interaction and define the role of negotiated interaction in second language acquisition (SLA). These chapters are useful in the sense that they provide a fairly comprehensive review of the literature prior to 1991. However, the field has come a long way since that time, and a decade of crucial work is missing from this 1999 book.

scholarly journals Technology in the Language Classroom: How Social Media is Changing the Way EFL is Taught

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Hamza Alshenqeeti
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Past ◽  
Efl Teacher ◽  
Language Classroom ◽  
Language Classrooms

This paper explores how technology, and specifically the application of social media, in the English as a foreign language (EFL) classroom is changing how language is taught. The paper begins with a depiction of computer-assisted language learning (CALL) and how technology has generally been employed in EFL classrooms in the past few decades. This critical appraisal, which provides the context for the paper, assesses how successfully technology has been viewed in relation to language teaching and learning and how it has developed up to the present day. The focus then moves to social media apps and mobile technology as a contemporary form of CALL. The discussion considers the ways in which social media is used in language classrooms and more importantly the things it can offer the EFL teacher and learner. Importantly, the paper concludes by proposing ways in which these types of technologies can be better incorporated across cultures and contexts to promote EFL teaching and learning.

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.

Using Machinima as Teaching and Learning Materials

2019 ◽  
Vol 9 (2) ◽  
pp. 37-52 ◽  
Author(s):  
Sagun Shrestha ◽  
Tilly Harrison
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Virtual World ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Material ◽  
Learning Materials ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Made In

Machinima, screencast animated videos made in a virtual world, are still not a very well-known phenomenon, and there has been little reseach in relation to their use as a teaching material in English language classrooms. This study aimed to investigate the potential for and challenges in using machinima in the pre-intermediate English as a foreign language (EFL) classroom. Bespoke machinima were created for three classes in Nepal, and the lessons using them were observed. Two teachers and four students were given semi-structued interviews, and 20 students were asked to write a reflective note on their impression of the use of machinima. The findings of the study indicate that machinima are distinct from other materials in that they can be contextualized to address the needs, interests, and values of the learners. Student engagement is thus found to have been significantly higher.

Cooperative Language Learning in School Contexts

1992 ◽  
Vol 13 ◽  
pp. 127-140 ◽  
Author(s):  
Ann K. Fathman ◽  
Carolyn Kessler
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Small Groups ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Common Goal ◽  
School Contexts ◽  
Language Classroom

Cooperative learning is designed to engage learners actively in the learning process. Through inquiry and interaction with peers in small groups, learners work together towards a common goal. As a major movement within the broad context of the educational mainstream, cooperative learning has specific relevance for literacy and language learning. Communicative approaches to second/foreign language teaching can effectively draw on the principles and characteristics of cooperative learning to make language teaching and learning more effective. This joining of communicative instructional approaches with cooperative learning should be effective whether applied to the second/foreign language classroom or to the sheltered classroom integrating language learning with content-area learning.

The use of humor in the foreign language classroom: Funny and effective?

2011 ◽  
Vol 24 (4) ◽  
Author(s):  
Manuela Wagner ◽  
Eduardo Urios-Aparisi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multidisciplinary Approach ◽  
World Language ◽  
Long Term Study ◽  
Language Classroom ◽  
The World ◽  
World Language Classroom

AbstractThe present paper deals with the role of humor in world language teaching and learning. The goal is to enable educators and researchers to address the phenomenon of humor in the world language classroom in its complexity by suggesting a multidisciplinary approach and by introducing a coding scheme for investigating the use of humor in the world language classroom. Finally, we will introduce an ongoing long-term study planned with the proposed design.

scholarly journals Exploring Engagement in Tasks in the Language Classroom

2016 ◽  
Vol 36 ◽  
pp. 50-72 ◽  
Author(s):  
Jenefer Philp ◽  
Susan Duchesne
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cognitive Behavioral ◽  
Multidimensional Construct ◽  
Social And Emotional ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Key Concepts ◽  
Language Classrooms ◽  
Emotional Dimensions

ABSTRACTThis article explores how learners engage in tasks in the context of language classrooms. We describe engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second and foreign language learners in the classroom. We discuss key concepts and indicators of engagement in current research on task-based interaction and outline some of the issues in researching engagement in this context.

scholarly journals Using peer assessment in the language classroom

2011 ◽  
Vol 35 (1) ◽  
pp. 29
Author(s):  
Mayumi Asaba ◽  
Paul Marlowe
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Involvement ◽  
Peer Assessment ◽  
Foreign Language Learning ◽  
Teacher Assessment ◽  
Learning Context ◽  
Student Centered ◽  
Language Classroom ◽  
Language Classrooms

Abstract Educators often speak of creating student-centered classes that increase student involvement, responsibility, and motivation. Peer assessment, if thoughtfully implemented, can help promote these goals while supplementing and increasing the reliability of traditional forms of teacher assessment. This article first outlines reasons why and how peer assessment can be used in a foreign language learning context. Then it explains when and how to use peer assessment successfully in foreign language classrooms. Finally, it introduces six tips to consider when using peer assessment. 学生の授業参加を促し、責任感や動機を高める学習者中心のクラス作りは、しばしば教師たちの話題となる。相互評価を正しく行えば、従来の教師評価の信用性を高めると同時に、学習者中心のクラスを実現することも可能となる。本論では、まず外国語学習でなぜ、どのように相互評価が行われるかを概説する。次に、いつ、どのように効果的に相互評価を行うべきかを説明する。最後に、相互評価の際に留意すべき6点を紹介する。

scholarly journals Strategie motivazionali per la classe di lingue

EL LE ◽  
2020 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Climate ◽  
Foreign Language Learning ◽  
Motivational Strategies ◽  
Teacher Behaviour ◽  
Research Attention ◽  
Language Classroom ◽  
The Subject

Motivation is considered as a pivotal component in successful foreign language learning, and has been the subject of increasing research attention in recent decades. This paper collected and reviewed the literature on motivational strategies in the language classroom. The review focusses on studies that investigate the importance student attached to strategies and juxtaposes the findings. The results confirm that motivation is context-dependent, however some strategies – especially those related to teacher behaviour, creating a positive classroom climate, and recognizing students’ efforts – can transfer across contexts, and therefore should be emphasized in future teacher training.

Sign in / Sign up

Export Citation Format

Share Document