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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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Approaches to Plurilingual Literature Teaching in the EFL Classroom


Gabriele Blell

Abstract Our society has undergone two major changes during the last decades: firstly, the continuous rise of cultural and linguistic diversity due to the global economy, migration, and universal mobility, and, secondly, the steady expansion and gathering impetus of the new communication media (Cope/Kalantzis 2000). In consequence, the phenomena related to multilingualism, acquired or learned, have shaped our living together and pertain to our learners in the classroom. Similarly, plurilingual literature, movies, and other art productions have become symbolic expressions for worldwide cross-cultural movements for all age groups.

It will be argued that the particularly creative potential of plurilingual literature, to be found both in its multilingualism and the multi-/transculturalism that come with it, offers a complementary field to teach literature “beyond” the traditional and curriculum-bound EFL classroom and therefore supports multicultural, plurilingual and multimodal learning.

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