Reyes Torres, A; Villacañas de Castro, L.S.; Soler Pardo, B. (2014). (Eds.), Thinking Through Children's Literature in the Classroom, Jan 2014
The development of literacy at an early stage in the education of young learners turns crucial in... more The development of literacy at an early stage in the education of young learners turns crucial in order for them to manage, analyze, critique and synthesize multiple streams of simultaneous information. The degree to which students can make use of language to read and understand texts in all formats (books, on-line newspapers, pictures, videos, etc) is a key indicator of their ability to make and communicate meaning. But as society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, twenty-first century learners face a multi-literacy landscape in which they must acquire the thinking skills that will enable them to learn on their own and apply their linguistic knowledge to another knowledge base. In this regard, literacy has evolved from a language process to an act of cognition (Kucer, 2005). Under these circumstances, how can teachers ensure that they include the necessary reflective practices to help children learn from their own actions? How can teachers contribute to foster students' growing ability to apply knowledge to new situations and create new knowledge, that is, to think critically? In this paper I present literary competence as the key and also the ultimate goal of literacy, one towards which teachers must endeavor in order to provide students with the opportunity to learn to think for themselves and come up with their own interpretations and conclusions. Based on the work of scholars such as Örjan Torell, Signe Mari Wiland, Stephen Kucer, Mihail Bakhtin and Lev Vygotsky, literary competence can be defined as the literacy education that enables a person to control the cognitive, linguistic and sociocultural dimensions of written or spoken language in an effective and dialogical manner. As will be shown, these three dimensions can be developed through the reading and study of literature but this is not to say that literary competence just entails learning and internalizing literary conventions as Jonathan Culler established in his Structural Poetics in 1975. In fact, this is only one of the aspects to consider along with the personal desire to learn and think creatively, and, ultimately, with the ability to construct meanings based on one’s life experiences and cultural background.
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entre los aprendientes sobre temas de auténtico interés personal y social.
Many scholars have long highlighted the importance of the use of digital storytelling in language teaching and learning as well as the need for more research on the learning outcomes of its usage in educational settings. Digital storytelling not only offers language teachers the opportunity of working with all four language skills from the very beginning, but also brings together the idea of combining the art of telling stories with a variety of digital multimedia such as images, recorded audio narration, video, and music. This enables instructors to teach any topic in a way that can generate interest and attention.
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entre los aprendientes sobre temas de auténtico interés personal y social.
Many scholars have long highlighted the importance of the use of digital storytelling in language teaching and learning as well as the need for more research on the learning outcomes of its usage in educational settings. Digital storytelling not only offers language teachers the opportunity of working with all four language skills from the very beginning, but also brings together the idea of combining the art of telling stories with a variety of digital multimedia such as images, recorded audio narration, video, and music. This enables instructors to teach any topic in a way that can generate interest and attention.
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Reseñado en:
Albaladejo García, M. D. (2022). Ana Peñas Ruiz (ed.) (2021). Literatura y ELE: miradas desde los estudios literarios y culturales. Madrid: Enclave-ELE y UDIMA. 330 pp. Didáctica. Lengua y Literatura, 34, 215-217. https://doi.org/10.5209/dill.81353
The process of learning a second language does not occur in an objective way (Elliot 2007) since it is conditioned by the experiences and the profile of each student. Likewise, it cannot be transmitted (Wells 2010) since it depends on a process of active involvement. For these reasons, the use of literature in the classroom should not pursue the achievement of specific knowledge; instead, it should be understood as a pedagogical process through which students have the opportunity to develop their imaginations, think for themselves and reach their own critical conclusions. Although it is difficult to establish a specific methodology to work with literature in the Spanish language class, 629it is possible to emphasize the essential role of the readers and provide them with strategies to go beyond reading comprehension of the text. The implementation of these strategies will allow readers to develop literacy and promote critical conversations to foster collaborative learning in the classroom. According to these considerations and in line with Kucer (2009), Torell (2001), Nance (2010) and Lacorte (2013, 2015), the goal of this chapter is to propose an approach to the use of literature in language teaching grounded in the development of literary competence. This approach comprises three key dimensions: first, the constitutional and cognitive dimension; second, the performance dimension related to linguistic and literary knowledge; and third, the sociocultural and aesthetic dimension. By considering these dimensions, teachers will be able to integrate the use of literature in language teaching, taking into account the learning context and the needs of the students.
Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness. More info at http://www.bloomsbury.com/uk/initial-english-language-teacher-education-9781474294416/
This book analyzes Raymond Chandler’s canonical work “The Simple Art of Murder” and establish those traits that characterize Easy Rawlins. Likewise, it compares Mosley and Chester Himes’s black detective heroes and highlight the traits that they have in common. Secondly, focusing on the perspective on identity, consciousness, and subjectivity of black scholars such as Stuart Hall, bell hooks, Cornel West, Henry Louis Gates, Jr. and W.E.B. Du Bois, along with the post-colonial approach of critics such as Bill Ashcroft, Gareth Griffiths, Helen Tiffin, Robert Young, and Homi Bhabha among others, it provide the necessary concepts to discuss Easy’s profile from a postcolonial angle.
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