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Learning with Literature in the EFL Classroom


Edited By Werner Delanoy, Maria Eisenmann and Frauke Matz

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.
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A Picture (Book) is Worth a Thousand Words: Picture Books in the EFL Primary Classroom


Margit Hempel

Abstract Especially for young learners with no or only limited exposure to the target language, stories and storytelling using original picture books offer a tremendous potential for developing not only literacy and (intercultural) communicative competence in the foreign language but also literary and visual literacy. By using picture books, storytelling goes beyond the text itself and paves the way for understanding, e.g. graphic novels, films, and multitextuality in general. Since literature is inseparable from culture, it conveys a great deal of cultural information. This potential, however, brings a challenge for teachers. Not only do they need to choose appropriate, authentic stories that cater to their young learners’ needs, interests, and abilities, they also have to use appropriate methodology and provide strategies to enable their learners to get the most out of stories and storybooks both cognitively and emotionally, and to get them acquaint with and interested in literature.

1 The Potential of Storytelling with Picture Books

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