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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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Alternative Worlds – Alternative Texts: Teaching (Young Adult) Dystopian Novels


Frauke Matz

Abstract This article demonstrates that the dystopian genre is very suitable within the EFL classroom to encourage students to develop a political awareness and to foster critical thinking. Dystopias can help to involve students in many different discourses as they offer multiple opportunities to discuss global concerns, to teach according to ecodidactic principles, and to foster inter- and transcultural competences.

Of course, students have read and discussed classical dystopias for many decades. While these texts can be regarded as very important and even genre-defining, it is advisable to replace them in classrooms with contemporary (young adult) dystopian novels for many reasons as explained within this article, which illustrates how these recent novels can be employed in EFL teaching contexts.

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