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Medien im neokommunikativen Fremdsprachenunterricht

Einsatzformen, Inhalte, Lernerkompetenzen- Beiträge zum IX. Mediendidaktischen Kolloquium an der Friedrich-Schiller-Universität Jena (18.-20.09.2008)

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Edited By Marcus Reinfried and Laurenz Volkmann

Vor zwei Jahrzehnten setzte ein Wandel des Fremdsprachenunterrichts ein, der zu einer neuen Ausprägung der kommunikativen Methode geführt hat. Das handlungs- und prozessorientierte, ganzheitliche und fächerübergreifende Lernen rückt seither immer mehr in den Vordergrund. Es wird durch den gezielten Einsatz unterschiedlicher Medien zunehmend unterstützt und gefördert: authentischer und didaktisierter, analoger und elektronischer, bildlicher und verbaler, populärer und elitärer Medien. Diese wachsende Diversifikation der Medien im Fremdsprachenunterricht wird im Buch ebenso beschrieben wie neuartige hybride Medienformen. Dabei werden Überlegungen zu den Funktionen, Chancen und Risiken bei der Entwicklung einzelner Medien einbezogen.

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Janice Bland: Within and between Texts – Indeterminacy and Empowerment

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141 Janice Bland Within and between Texts – Indeterminacy and Empowerment Teachers and students can profit from a wider range of literary texts than ever be- fore in a juxtaposition of different modes, such as pictures and written words, and different media, such as books, film and various media of recent technology. This paper touches upon the gaps to be found for instance within post-modern picture books and between the many re-tellings of familiar stories, and puts forward the idea that using a bricolage of texts can lead to indeterminacy rather than pre- determined text reception, a development which could empower language stu- dents (children and young adults), also at the beginnings of their experience with literature. 1. Introduction The more networked the world becomes, the more gaps become apparent in our sum of universal understandings. In the past there seemed to be a degree of cer- tainty. Today there is often fogginess and insecurity, a net reality full of holes. We observe this fragmentation and dissolving of boundaries also in contempo- rary postmodern works of literature and film. Though this is hard to deal with, there could be truly positive implications for the teaching of language, culture and critical literacy. Accepting indeterminacy atunes us to different perspectives and diversity. Intercultural learning would have us move out of our safe spheres and into the gaps where differences may be realigned, known as third spaces (Bhabha 1992) or third places (Kramsch 1993). The New London Group (1996) uses the term “multiliteracies” to...

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