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Learning with Literature in the EFL Classroom


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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Teaching Young Adult Fiction


Frauke Matz & Anne Stieger

Abstract Before the turn of the century, Young Adult fiction was hardly ever taught in schools, but has since become a part of many national curricula for (foreign) languages. This is not only due to the changed nature of language teaching, but also because Young Adult fiction itself has changed considerably, especially since the 1990s, in terms of content, style and genres. Also, it has never been so widely read and published: between 1995 and 2005 alone there has been a 25% increase in the publication of English language novels for young adults (cf. Cart as quoted in Beach et al. 2011).

This article will provide a brief and general definition of Young Adult fiction and provide a rationale for its use in today’s (EFL) classrooms. It will further give suggestions as to how to find and choose these fictional texts for adolescents, as well as how to use them as class readers. The main focus of this contribution is on Young Adult novels, but it will also consider short fiction.

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