Sessions / Literature in Language Teaching (LILT)
In this forum, presenters will introduce ways in which literature and approaches to it can be used by students and educators to understand, contribute to, and participate in, various notions of community. Audience members will then be invited to discuss the effect and effectiveness of literature and teaching/learning methodologies in both defining, and existing in, a greater whole. Please join us in an exchange of ideas and a sharing of experiences.
To illustrate what roles cultural translation can play in EFL teaching, this presentation will demonstrate a model of activity named “Translate the Untranslatable.” The grammar-translation method has been argued as defective in the current paradigm of language teaching. I argue that the cultural-translation method 1) motivates L2 learners to explore meaning-making through knowledge of target language and their own culture, and 2) enables students to develop their skills in literary interpretation, analysis, and understanding.
We all love Disney, but have you ever thought of using Disney to help students understand and write compare and contrast essays? When we open our students’ creative minds, they tend to be more engaged in the class. I will explain how I use Disney Movies and their original writings to get the students to understand comparing and contrasting, and to get the students to think creatively about them.
This presentation will provide a literature review of multiliteracies and offer suggestions on how to utilize multiliteracies in the classroom. It will provide examples of how students can use graphic novels to hone their critical thinking skills to interpret stories without the use of traditional text. Furthermore, it will offer suggestions on how students can use blogs in presentations that use images, video, audio, and text to help them recreate their experience about another country.
This workshop will illustrate an Access, Activity, and Awareness methodology (Jones & Carter, 2012) and show how we can apply this method to any piece of literature. This interactive workshop will demonstrate that literary texts are rich in both spoken and written language by asking participants to work directly with a range of sample texts. It will also show that such texts can develop student engagement and language awareness at different levels and age groups.
Opinions have long been divided among language professionals as to the merits of literature as a pedagogical resource in a second language classroom. However, an agreement is found in their acknowledgement that research into this area is scarce. This presentation will report on a study that addressed this lack of data. It will summarize the results of research carried out to evaluate the use of a literary piece in a Japanese private high school.
This research explores tensions arising from the internationalization of higher education through analyzing language teaching and applied linguistics job advertisements. Using discourse analysis we examine job advertisements across institutions with attention to how institutions represent themselves and the work they solicit. The current study, by examining job advertisements from Anglophone countries and Japan-based institutions in English, English and Japanese, and Japanese, clarifies similarities and differences in institutional and job position representations across national communities.
Recent developments in corpus-informed materials (McCarthy & McCarten, 2018), have greatly improved the dialogues learners encounter in textbooks, but many can be unnatural. As a result, there is a need for more realistic and motivating models of speech. Dramatised literature offers one such model. This presentation reports on research using an example of such literature (the BBC show Sherlock) and explores how it can be used to motivate learners and develop spoken language awareness.
This workshop will introduce some very short stories, so-called flash fiction, that might be used in addition to or integrated with typical EFL textbooks and show how to incorporate the stories in an English Communication class. Literature is open to multiple interpretations, and these various opinions about a text promote genuine discussion. Furthermore, the use of literary texts has the potential to expose students to world Englishes and various cultures. No literary background required.