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Crossovers: Digitalization and literature in foreign language education

100%

Lütge C., Merse T., Owczarek C., Stannard M.

Studies in Second Language Learning and Teaching

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2019

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vol. 9

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issue 3

519-540

EN

Digitalization produces increasingly multimodal and interactive literary forms. A major challenge for foreign language education in adopting such forms lies in deconstructing discursive borders between literary education and digital education (romance of the book vs. euphoric media heavens), thereby crossing over into a perspective in which digital and literary education are intertwined. In engaging with digital literary texts, it is additionally important to consider how different competencies and literary/literacy practices interact and inform each other, including: (1) a receptive perspective: reading digital narratives and digital literature can become a space for literary aesthetic experience, and (2) a productive perspective: learners can become “produsers” (Bruns, 2008) of their own digital narratives by drawing on existing genre conventions and redesigning “available designs” (New London Group, 1996). Consequently, we propose a typology of digital literatures, incorporating functional, interactive and narrative aspects, as applied to a diverse range of digital texts. To further support our discussion, we draw on a range of international studies in the fields of literacies education and 21st century literatures (e.g., Beavis, 2010; Hammond, 2016; Kalantzis & Cope, 2012; Ryan, 2015) and, in turn, explore trajectories for using concrete digital literary texts in the foreign language classroom.

2

Reading Books as Shared Events. A Performative View on Early Literacy Practices

88%

Mayer J.

Filoteknos

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2020

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issue 10

162-184

EN

The most important setting for early literary learning is reading-aloud interactions within families. Children gather fundamental experiences with literature as a dialogic imagination with a competent partner who scaffolds the literary learning processes within a temporary supportive interpersonal framework, which can be described as a learning format. The process of experiencing literature is not only determined by reading-aloud and listening but also by multimodal activities and emotions that accompany the reading interaction. Emotions in reading-aloud therefore are more than a para-verbal way of reading or a way to gain joint attention. The performative perspective on reading-aloud formats shows different activities that help the adult and child to establish and experience their interaction as an event. This qualitative case study examines videotaped reading-aloud interactions in which adults and children create the event of reading as a shared goal. The results suggest different categories to describe performative processes and effects. The aim of the study is to discuss the idea of performative reading and present didactic conclusions with regard to the experience of literature in early reading-aloud interactions.

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Reading and Playing Graphically Narrated Stories in a Live Audio-Play

75%

Wittig C. R.

Filoteknos

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2020

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issue 10

398-409

EN

By reading, viewing and discussing graphically narrated stories, children developed plays out of pictures and texts. These approaches shall be deepened in the context of an intervention study: in a project-week at a primary school, Anke Kuhl’s comic style novel Lehmriese lebt! [Clay Giant’s Alive!] (2015) will be scenically staged in a live audio-play. In this story, two children unintentionally create a Golem during a game. The Golem’s quest for orienting itself brings about chaos. Finally, its creators can prevent a catastrophe by giving the Golem the right task: to play with them. Reading and playing the comic style novel shall bring narrative resources of the respective art form to the children’s attention, but also change and widen perspectives on the story. The question emerges: how do waves of literary learning become visible in the soundtrack development and implementation of Lehmriese lebt! [Clay Giant’s Alive!]? Therefore focus lies on the children’s imagination, their subjective involvement and their perception of language and pictures in the comic style novel. The scenic development and conversation about it will be audio- and video-recorded. Based on this data, observation protocols and transcripts will be written in order to enable the analysis of verbal and non-verbal expressions. Transformation processes in a multimodal literary context will be explored from two different angles: transformation of the story (written language and pictures are transformed into spoken language and sounds) as well as the liminal experience of the children in the play. The reason for choosing Lehmriese lebt! [Clay Giant’s Alive!] is the Golem-motif, whose core aspects are transformation processes and animation from inanimate materials.

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2 Filoteknos

1 Studies in Second Language Learning and Teaching

1 Lütge C.

1 Mayer J.

1 Merse T.

1 Owczarek C.

1 Stannard M.

1 Wittig C. R.

2 2020

1 2019

Crossovers: Digitalization and literature in foreign language education

Reading Books as Shared Events. A Performative View on Early Literacy Practices

Reading and Playing Graphically Narrated Stories in a Live Audio-Play