Werner Delanoy Libri

Learning with Literature in the EFL Classroom provides a comprehensive, in-depth and state-of-the-art introduction to literature learning in EFL contexts. Paying attention to both theoretical and practical concerns, the study focuses on a wide range of literary genres, different age and ability groups and new topics for literature learning. The 18 contributions discuss present-day challenges for literature teaching in the light of current theoretical debates and offer a balance between theory and practice by combining theoretical input with practical work in the classroom. The volume offers many suggestions for the future of the field and has a varied readership in mind, comprising language teachers, university students and academics.

The fifteen contributions to this volume discuss current and future challenges for English language teaching from a wide range of different perspectives. The debate covered in this volume comprises a multitude of ELT-relevant theories ranging from cognitive linguistics, testing theory and communicative approaches to language learning to cultural studies, concepts of intercultural learning and current research in education. Specific attention is drawn to a variety of ELT topics that are relevant to the future - from traditional, subject-related concerns like grammar, vocabulary or pronunciation teaching to cultural dimension of ELT, impacts of the 'Common European Framework of Reference for Languages', the possibility of border-crossing in FL teacher training, 'Content and Language Integrated Learning' and teaching 'English as a Lingua Franca'.

The twenty-eight articles presented in this volume offer a wide-ranging discussion of the cultural dimension of EFL (English as a Foreign Language) from the various theoretical positions available after the so-called cultural turn in the humanities. This cultural turn has had a major impact on the discipline of English Studies leading to a revision of existing approaches and the inclusion of new concepts and areas of research. In English-speaking countries, Cultural Studies have proven a particularly productive paradigm for developing new approaches to understanding culture/s in its/their manifold dimensions and manifestations. In EFL-debates in German-speaking countries, however, this set of approaches has received relatively little attention so far. This volume presents Cultural Studies as a prism through which new and existing concepts can be introduced and further developed. The focus is on contexts where concrete learning and teaching actually happen. Classroom-oriented topics range from “The American Dream” to “Cool Britannia”, from “Glimpses of Indian life” to “Hip hop and rap in the classroom”.

Eine dialogische Theorie der Literaturdidaktik In diesem Buch wird eine unterrichtsbezogene Theorie fremdsprachlichen Literaturunterrichts (FLU) für den Englischunterricht vorgestellt. Diese Theorie ist hermeneutisch fundiert und dialogisch ausgerichtet. Ihre Dialogizität ist auf zwei Ebenen angesiedelt. Zum einen wird ein Dialog zwischen literaturdidaktischer Theoriebildung und konkreter Praxis angestrebt. Zum anderen sieht der hier gewählte Ansatz einen Dialog zwischen unterschiedlichen Theorien vor. So wird die hermeneutische Ausgangsposition zur aufgabenorientierten Fremdsprachendidaktik und zu ideologiekritischen Ansätzen in Beziehung geSetzt. Besondere Beachtung wird dabei der Lehrerperspektive geschenkt. Das Buch entwirft ein Prozeßmodell, das LehrerInnen bei ihrer komplexen Arbeit im FLU unterstützt.