Culture and Literature in the EFL Classroom: Bridging the Gap between Theory and Practice

Cover
Copyright information
Tribute
Acknowledgements
Contents
Introduction
Part 1: Setting the scene: culture and literature in EFL education
	Culture and literature in EFL education: functions and antinomies
		1 Introduction
		2 Seven functions of literature in EFL education
			2.1 Cognitive understanding and co-creation of meaning: forming of mental model, filling gaps, forming hypotheses
			2.2 Linguistic-discursive competence in interaction with literary reading and negotiation of meaning
			2.3 Motivation and orientation: the ability to get involved in a text
			2.4 Subjective response to and participation in interpersonal and intercultural perspectives of others
			2.5 Reflection on and critical judgment of moral values and actions in literature and life
			2.6 Cognitive-aesthetic understanding and evaluation of aesthetic structuring, contextual readings, textual impact and functions
			2.7 Methodological competences and creative production through (re-)writing literary texts
		3 Seven antinomies inherent in the uses of literature in EFL education
			3.1 Literary literacy – multiliteracies
			3.2 Critical-analytical skills – creative skills
			3.3 One text – interplay of texts
			3.4 Love of literature – critical reading skills
			3.5 Empathy – critical approaches
			3.6 Literature as a window – literature as a critique
			3.7 Understanding another culture – keeping your critical distance
		4 Conclusion
		Bibliography
	Learning about culture in the EFL classroom: then and now, in theory and practice
		1 Introduction
		2 Kulturkunde in practice in the 1920s
		3 Landeskunde in theory and practice
			3.1 Development of Landeskunde after world war II
			3.2 Landeskunde in practice
		4 Culture in EFL education today
			4.1 Development of intercultural communicative competence
			4.2 Intercultural learning in practice
		5 Moving beyond normative ways of implementing culture in EFL classes
			5.1 Intercultural communicative competence or transcultural communicative competence?
			5.2 Transcultural learning in practice today
			5.3 Transcultural learning with the novel The hate u give
				5.3.1 Pre-reading activities
				5.3.2 While-reading activities
				5.3.3 Post-viewing activities
		6 Conclusion
		Bibliography
	Developing inter- and transcultural competences in EFL textbooks for advanced learners
		1 Introduction: basic remarks on textbook evaluation
		2 Inter- and transcultural learning: opposing or complementing concepts?
		3 The development of inter- and transcultural competences in the EFL classroom
		4 Promoting inter- and transcultural competences in EFL textbooks for advanced learners
			4.1 Supranational institutions
			4.2 Globalisation
			4.3 Migration and diversity
		5 Conclusion
		Bibliography
Part 2: Shakespeare in EFL education
	“To be or not to be digital” – Shakespeare 2.0
		1 Reasons for teaching Shakespeare in the EFL classroom today
		2 Multiliteracies in the EFL classroom
		3 Chances and challenges of digital media and digital literacy
		4 Practical ­examples – Shakespeare 2.0
			4.1 General useful applications and websites
			4.2 Computer games
			4.3 Twitter
			4.4 Wikis, blogs, and apps
			4.5 Youtube film clips and animated Shakespeare
			4.6 Shakespeare in shorts and in Lego
		5 Conclusion
		Bibliography
	Relating to the bard and dealing with human conflicts in EFL education
		1 William Shakespeare and his work as universal canon
		2 Method to my madness – experiencing and re-creating Shakespeare
		3 Relating to human conflicts in Shakespeare’s plays
			3.1 Greed, ambition, power–Macbeth
			3.2 Inner conflict, doubt, pressure to perform – Hamlet
			3.3 A woman in a men’s world – As You Like It
			3.4 Racism, discrimination – Othello
			3.5 Bullying, calumny, reputation – Much Ado About Nothing
			3.6 Individual versus society – Romeo and Juliet
		4 Further methodological options for teaching Shakespeare
			4.1 Tools and approaches for teaching and experiencing Shakespeare
			4.2 Famous quotes as discussion topics
		5 Conclusion: keep calm and experience Shakespeare
		Bibliography
	Translation history and the propaedeutics of literary theory: Apropos of Shakespeare’s “Sonnet 66”
		1 Translation studies as comparative cultural history
		2 Shakespeare’s “sonnet 66”
		3 Shakespeare’s “sonnet 66” in selected German translations
		4 Teaching literary theory
		5 Conclusion
		Bibliography
Part 3: Learning with authentic materials
	Integrating authentic texts from pop culture in EFL education
		1 Introduction
		2 The importance of authentic texts
			2.1 Defining text
			2.2 Pedagogic versus authentic texts
			2.3 The importance of text quality
		3 Examples: authentic artefacts from pop culture
			3.1 Categorising texts from pop culture
			3.2 Picturebooks
			3.3 Graphic novels
			3.4 Short films
		4 Conclusion
		Bibliography
	‘Time the final frontier’1 – learning English through time travel narratives
		1 Introduction
		2 Time travel in science – making the (im)possible possible?
		3 Time travel in literature and popular culture
		4 Using time travel literature in the EFL classroom
		5 H.G.Well’s The Time Machine
		6 Conclusion
		Bibliography
	Global and transcultural learning through Khaled Hosseini’s The Kite Runner
		1 Introduction
		2 Global, intercultural, and transcultural learning through literature
		3 Khaled Hosseini’s The Kite Runner
			3.1 Inter-, transcultural and global learning: using The Kite Runner in the advanced literature classroom
			3.2 Transcultural learning about Afghan and Afghan-American cultures
			3.3 Transcultural learning: borders and hybrid identities
			3.4 Global learning: resolving local and global conflicts
		4 Teaching the novel through its film adaptation
		5 Conclusion
		Bibliography
	Getting engaged with South Africa’s culture and history through authentic materials
		1 Why culture? Intercultural learning and beyond
		2 Teaching about South Africa – many reasons why
		3 The use of authentic material in language teaching
		4 South Africa – a source for multiple learning opportunities
			4.1 Re-enacting a television show and staging a debate
			4.2 Discovering South Africa through a thematic lense
			4.3 Dealing with South Africa’s past on the basis of a song
			4.4 Suggestions for using literary texts in intercultural and transcultural learning
		5 Conclusion
		Bibliography
Part 4: Focussing on India in EFL education
	Bollywood in Indian diasporic literature
		1 Introduction
		2 Bollywood in literary adaptation: Bharati Mukherjee’s Miss New India
		3 Bollywood as educational inspiration: Puneet Bhandal
		4 Bollywood and social critique: Shashi Tharoor’s Show Business
		5 Bollywood in diasporic refractions of India
		6 Educational perspectives
		7 Conclusion
		Bibliography
	Of tigers, tiffins and Diwali – taking students on a (mental) journey to India
		1 India in the EFL classroom: basic facts
		2 Literary texts from and about India
			2.1 Hindu mythology: Ramayana
			2.2 Entrepreneurship through the eyes of The White Tiger
			2.3 A most private detective investigates: the Vish Puri series
			2.4 Mental disorder in Life is What You Make it
		3 The ELF classroom in India
			3.1 An exchange programme for German students
			3.2 The joint project
			3.3 Hospitality, friendship and open-mindedness
		4 Conclusion
		Bibliography
Editor
Contributors