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The present article highlights the views of Slovenian language teachers on the introduction of comics in literature lessons in primary school. The authors were interested in Slovenian language teachers' views on the introduction of comics as an art-literary type of text as part of the literature curriculum as well as the use of comics as a literary-didactic method in literature classes. This was investigated via a questionnaire, which was fully completed by 121 Slovenian language teachers of the first to the ninth grade. The results show that factors such as gender, educational period taught, professional experience, field of study, highest level of completed education, source of skills related to the introduction of comics in the classroom, teachers' reading habits and attitudes towards reading comics, and agreement with stereotypical claims about comics per se have no influence on teachers' attitudes towards the use of comics in the forms studied. However, their attitudes towards the use of comics in the classroom are influenced by certain stereotypical attitudes of teachers towards comics. The most important limitation of the research was also the most important finding: teachers are neither empowered to introduce and use comics as an art-literary type of text in the literary curriculum, nor are they able to use comics as a literary didactic method in literature classes. There is a great need for teacher training and teachers should be empowered to use and introduce comics in all forms. (DIPF/Orig.)

This book offers a nuanced, integrated understanding of EFL learning and instruction and investigates both learner and teacher perspectives on four thematically interconnected parts. Part I encompasses chapters on psychological aspects related to teaching and learning and presents the latest research on positive language education, teacher empathy, and well-being. Part II deals with EFL teaching methodology, specifically related to teaching pronunciation, language assessment, peer response, and strategy instruction. Part III addresses aspects of cultural learning including inter- and transculturality, digital citizenship, global learning, and cosmopolitanism. Part IV concerns teaching with literary texts, for instance, to reflect on social and political discourse, facilitate empowerment, imagine utopian or dystopian futures, and to bring non-Western narratives into language classrooms.

Pushing the genre forward, Antero Garcia builds on his experiences as a former high school teacher to offer strategies for integrating Young Adult literature in a contemporary critical pedagogy through the use of participatory media.

Die Studie befasst sich mit der Erweiterung des Gegenstandsbereichs postkolonialer Germanistik um rassismustheoretische Ansätze und legt Neuinterpretationen der kanonischen Texte Iphigenie auf Tauris (Goethe), Effi Briest (Fontane) und Tauben im Gras (Koeppen) vor. Im Fokus steht die Frage: Inwiefern produzieren, stabilisieren und subvertieren die Ästhetiken der Texte ein kulturelles Wissen über Weißsein, das zugleich durch interferierende vergeschlechtlichte und klassistische Diskurse gebrochen wird? Zusätzlich zu den kanonischen Texten bezieht die Studie in ihre postkolonialen Diskursanalysen einschlägige Unterrichtshilfen ein. Abschließend werden Perspektiven einer rassismussensiblen Literaturdidaktik entwickelt, die Diversitätsaspekte im Kontext von Methodik, Aufgabenkultur und Gesprächsführung berücksichtigen.

If you are looking for texts that will jumpstart learning and inspire students to love reading, this book provides the superpower you need! The author shows teachers how to use graphic novels to teach 21st-century skills, improve reading comprehension, promote literacy learning, and motivate students to read.

The present article examines a teaching experiment undertaken by the author in order to point out not only the importance of the arts and aesthetics, but also their limitations. It also argues that, despite these limitations, the spirit of the arts opens us up to freedom and flexibility. Their purpose is not to give answers or solutions, but to make us question the most troubling aspects of our existence. The last chapter of Aldous Huxley's novel Point Counter Point invites an approach that should do justice to its musical qualities. Apart from borrowing the counterpoint technique from music, it also references music, therefore lending itself to performance, which renders its dramatic force with a strong impact upon readers. (DIPF/Orig.).

New pedagogy for studying literature in translation In the last several decades, literary works from around the world have made their way onto the reading lists of American university and college courses in an increasingly wide variety of disciplines. This is a cause for rejoicing. Through works in translation, students in our mostly monolingual society are at last becoming acquainted with the multilingual and multicultural world in which they will live and work. Many instructors have expanded their reach to teach texts that originate from across the globe. Unfortunately, literature in English translation is frequently taught as if it had been written in English, and students are not made familiar with the cultural, linguistic, and literary context in which that literature was produced. As a result, they submit what they read to their own cultural expectations; they do not read in translation and do not reap the benefits of intercultural communication. Here a true challenge arises for an instructor. Books in translation seldom contain introductory information about the mediation that translation implies or the stakes involved in the transfer of cultural information. Instructors are often left to find their own material about the author or the culture of the source text. Lacking the appropriate pedagogical tools, they struggle to provide information about either the original work or about translation itself, and they might feel uneasy about teaching material for which they lack adequate preparation. Consequently, they restrict themselves to well-known works in translation or works from other countries originally written in English. Literature in Translation: Teaching Issues and Reading Practices squarely addresses this pedagogical lack. The book's sixteen essays provide for instructors a context in which to teach works from a variety of languages and cultures in ways that highlight the effects of linguistic and cultural transfers.