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Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230719T150020230719T1800Europe/Amsterdam[SYMP12] AILA ReN - Researching Literature in Language Learning and BeyondHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
“Where should my story begin?”: Aesthetic reading and the development of multilingual subjectivity through literature
Oral Presentation[SYMP12] AILA ReN - Researching Literature in Language Learning and Beyond03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
This talk will take the tension between 'transactional' language use, in the sense of language in the service of information exchange, and 'transactional reading,' as conceptualized in Louise Rosenblatt's reader response theory, as a point of departure for theorizing the importance of aesthetic dimensions of language and literacy development. Drawing from a case study of an intermediate German language learner studying at a U.S. university, the paper proposes that centering literary reading and aesthetic response as part of an approach to second language literacy can enable language educators to realize the pedagogical desideratum of going beyond propositional meanings by connecting other functions of language deliberately with affect and ethics. This is envisioned as part of an approach to second language-culture education that sees learners as not only potential social actors who can 'do things with words,' but as complex multilingual subjects (Kramsch, 2009; Ros i Sole, 2016) who are attentive to how different ways of making meaning afford them alternative ways of being in the world.
The predominance of 'transactional' language use that has been a hallmark of proficiency-oriented and communicative language teaching for the past few decades has been subject to ever-increasing criticism (see Warner & Dupuy, 2018). 'Transactional' is here typically understood in something like Brown and Yule's (1983) sense of language in the service of information exchange, and it contrasts and complements the other primary function, the interactional, i.e., language use for the maintenance and negotiation of social relationships. Inspired in large part by sociocultural and social semiotic models of language (e.g., Lantolf & Thorne, 2006; Halliday, 1996), contemporary frameworks have instead emphasized the social and subjective dimensions of language use and learning. As one of the primary systems through which humans make sense of the world and their roles and relationships with others within it, language mediates our experiences, ideas, and relationships in profound ways. Coincidentally, something like this complexity is captured by the notion of 'transaction' as conceptualized by a scholar working in literary studies rather than linguistics; for Louise Rosenblatt (1986) 'transactional reading' involves a unique, potentially aesthetic experience in which the reader and text continuously act and are acted upon by each other. This talk will take this tension between 'transactional' language use and 'transactional reading' as a point of departure for theorizing the importance of aesthetic dimensions of language and literacy learning that are often neglected in predominant models based in communicative, sociocultural, and social semiotic frameworks, but are very much a part of aesthetic reading, such as that associated with literary texts. Drawing from Rosenblatt's theories of reader response and working with a case study from an intermediate German language-culture class at a U.S. university, I propose that centering transactional reading and aesthetic response as part of an approach to second language literacy can enable language educators to realize the pedagogical desideratum of going beyond propositional meanings by connecting other functions of language deliberately with affect and ethics. This is envisioned as part of an approach to second language-culture education that sees learners as not only potential social actors who can 'do things with words,' but as complex multilingual subjects (Kramsch, 2009; Ros i Sole, 2016) who are attentive to how different making meaning choices afford them alternative ways of being in the world.
Works cited: Brown, G. & Yule, G. (1983), Discourse analysis. Cambridge University Press. Halliday, M. A. K. (1996). Literacy and Linguistics: A functional perspective. In R. Hasan & G. Williams (Eds.), Literacy, everyday talk and society (pp. 339–376). Addison Wesley Longman. Kramsch, C. (2009), The multilingual subject. Oxford University Press. Lantolf, J. & Thorne, S. (2006), Sociocultural theory and the genesis of second language development. Oxford University Press. Rosenblatt, L. M. (1986). The aesthetic transaction, Journal of Aesthetic Education, 20: 122-127. Ros i Solé, C. (2016). The personal world of the language learner. Palgrave Macmillan. Warner, C. & Dupuy, B. (2018), Moving toward multiliteracies in foreign language teaching: past and present perspectives … and beyond, Foreign Language Annals, 51(1): 116-128.
English for social change: what literature can and can’t do
Oral Presentation[SYMP12] AILA ReN - Researching Literature in Language Learning and Beyond03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
The subject English as a foreign language and the use of literary texts within this context is often said to promote general learning aims beyond international communication, especially those that have to do with social awareness and social change. There has been little discussion so far of what particular social issues need to be addressed in local language classrooms, and how exactly literature can help. We therefore see a need to ask the experts who are expected to put these ideas into practice: the teachers. We will report from a survey with English language teachers from Viennese secondary schools (13 - 19-yo) that asks what they perceive as burning social issues that their students face and the agency they see in their own role to help students deal with them. We will then report from the focus group interviews following this survey, in which participants discuss the survey results and debate what possible roles literary texts (understood in a broad sense to include a variety of media) can play in a particular classroom setting in order to broaden learners' awareness of social issues and enable social engagement in their communities. With this as a starting point, we will then discuss two examples of literature in the digital sphere, gaming and fan activism, as particularly innovative ways of engaging learners in social awareness and change. Digital games have become a prominent medium in the classroom within the last decade – not just through students' media preferences but increasingly as a pedagogical tool, i.e. digital game-based learning (DGBL). As games reflect different ideologies, cultural norms, or human biases in their realization (Flanagan 2009), students' faculties for reflection need to be engaged. Yet, Mekler et al. (2018) suggest that unguided, leisurely play outside of school rarely results in moments of higher-level transformative and critical reflection, which is why critical video game literacy could be honed through the instructions of educators in formal settings (Jones 2018, Rüth & Kaspar 2021). Fan activism is a phenomenon for social change with a unique approach to educating and mobilising people, youth in particular, towards civic engagement by tapping into popular culture content and the affective ties, practices and networks of fannish engagement formed around it. Central to this phenomenon and its success is a process of "mapping" between content world and real world, a "conscious rhetorical strategy" (Jenkins 2012), in which elements of a narrative (most frequently a fantasy text) are put in relation to complex issues of social justice and sustainability. The most prominent fan activist organisation, Fandom Forward, has been organising fan activist campaigns and creating youth-oriented toolkits for over 15 years for a wide range of different causes, tapping an equally wide range of popular content worlds.
Case studies from both areas will be used to point out the potential of how these narratives can engender students' awareness of social issues in the context of the English language classroom, and how this awareness can be translated into actual engagement.
Presenters Susanne Reichl Professor Of Contemporary English Literature, University Of ViennaAriane Manutscheri Pre-doctoral Assistant (PhD Candidate), University Of Vienna
Integrating Language, Literature, and STEM Education Through Translation Studies
Oral Presentation[SYMP12] AILA ReN - Researching Literature in Language Learning and Beyond03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
For centuries, literary translation has been at the center of classical and modern language classrooms. In the 20th century, with the proliferation of communicative approaches, translation lost its former status for good reasons: Instruction centering around translation task had failed to prepare learners to develop the level of oral proficiency required for participation on international travel, commerce, and cultural exchange in an increasingly globalized world.
Rather than advocating a return to methodologies associated to the grammar-translation method, our project seeks to identify opportunities to integrate translation studies into a communicative, content-driven language curriculum at a STEM-dominated institution of higher education.
In our presentation, we will introduce a course on translation studies we developed at the Massachusetts Institute of Technology. Taught in English, but addressed to language learners of a variety of target languages, the course offers discussions of theoretical readings from the field of translation studies, hand-on tasks for students developing their individual literary translation portfolios, and opportunities to explore affordances and shortcomings of machine translation tools vis-a-vis literary texts.
We will share data collected among participants of the course that measured (1) their perceived linguistic gains as a result of the exposure to translation theory as well as practical tasks of literary texts, (2) their development of sensitivity for literariness and genre in their target languages, (3) their development of metalinguistic awareness, (4) their development of a critical appreciation for the art of literary translation, and (5) their development of a nuanced understanding of the shortcomings of current machine translation applications.
We will conclude with a critical reflection of the opportunities and limitations to integrate language, literature, and STEM education through translation studies.
Boosting language and cultural awareness: How about anime?
Oral Presentation[SYMP12] AILA ReN - Researching Literature in Language Learning and Beyond03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
This presentation describes a Japanese as a Foreign Language course using Makoto Shinkai's animated fantasy film Your Name (Kimi no na wa). In this presentation, I propose that authentic content with identifiable characters in the form of anime can stimulate class discussion and creative output.
Literature in the language classroom exposes learners to so much more than just creative uses of languages and fictional worlds. It encourages learners to think beyond the literary world, make links with individual environments, and express personal ideas. This presentation describes a Japanese as a Foreign Language course using Makoto Shinkai's animated fantasy film Your Name (Kimi no na wa), released in 2016, and published a month prior in light novel format, as a novelization of the same name. The animation movie and light novel became a huge success in Japan and abroad, grossing over more than 38 billion yen worldwide. This presentation discusses how literary creations in animated format can be incorporated in the foreign language classroom to help develop students' listening skills and boost language and cultural awareness of discourse features, by using an integrated approach, combining the language awareness approach proposed by Chan (1999) and cultural approach by Carter and Long (1991). As literature in language learning is more commonly experienced through (graded) readers and text formats, little space is left for learners to actively appreciate authentic materials of diverse formats. In this presentation, I propose that authentic content with identifiable characters in the form of anime can stimulate class discussion and creative output. Finally, insights from learners' written responses to the implemented approach will be shared to illustrate and evaluate the outcomes of the course.
Bibliography Carter, R. and Long, M.N. (1991). Teaching Literature. Harlow, UK: Longman. Chan, P.K.W. (1999). Literature, language awareness and EFL. Language Awareness, 8(1), 38-50. List of highest-grossing anime films. (n.d.) Animanga Wiki. Retrieved June 11, 2022 from https://animanga.fandom.com/wiki/List_of_highest-grossing_anime_films
Addressing diversity issues with graphic novels in the secondary EFL classroom: focus on health and bullying
Oral Presentation[SYMP12] AILA ReN - Researching Literature in Language Learning and Beyond03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
In recent years, several books have been published that address different diversity issues in the L2 classroom (e.g.,Gerlach 2020; Paiz, 2020; Banegas, Beacon and Berbain 2021). These publications mark an important step towards more inclusive L2 classrooms which provide input on a wide variety of issues and topics and cater to the needs of a diverse group of learners. That the term diversity addresses a large number of different aspects is shown in a quote assigned to Kormos and Smith (2012) in Banegas, Beacon and Berbain (2021, p. 5): Diversity is an inherent trait of human beings as part of a plural humanity, evidenced in identities, perspectives, cultures, beliefs, endeavours, contexts, intentions, needs, and languages. Hence, diversity needs to inform the construction of the learning environment, syllabi, and curricula, "affording full accessibility to all. In this paper, I will focus on how bullying, and mental and physical health issues can be addressed in the English as a foreign or second language classroom with the help of three graphic novels, "Allergic" by Megan Wagner Lloyd and Michelle Mee Nutter (2021), "Heartstopper Volume 1" (2018) and "Heartstopper Volume 2" (2019) by Alice Oseman. The paper will examine which formulaic expressions are used to enquire about a person's mental or physical well-being, which conventionalized formulae may be used in healthcare settings, which utterances may be used in situations in which LGBTIQA+ individuals are bullied, as well as different possible reactions to bullying behaviour. The talk therefore addresses two areas that have received relatively little attention to date in the EFL classroom, utterances showing verbal and physical violence towards LGBTIQ A+ students, as well as expressions and formulaic sequences needed by students suffering from allergies, which can be life-threatening chronic illnesses. Making students aware of what constitutes bullying, which language may be used in bullying and how bullying may affect individuals can be achieved well with graphic novels that feature both the written word but also additional imagery providing further insights into how language use affects individuals. Providing learners with language relevant allergy sufferers not only raises awareness on how allergies affect individuals, and how seriously they may impact an individual's health but also provides both allergy and non-allergy sufferers with relevant vocabulary items should they find themselves in situations in which they either encounter and allergy -related health issues themselves need to assist someone who is suffering from an allergy and needs foreign language support / mediation. The talk will provide an analysis of relevant formulae and vocabulary items and will also address how the graphic novels could be used in secondary EFL classrooms. References Berbain, M., Banegas, D., & Beacon, G. (2021, Eds.) International Perspectives on Diversity in ELT. Springer. Gerlach, D. (2020). Kritische Fremdsprachendidaktik: Grundlagen, Ziele, Beispiele. Narr. Oseman, A. (2018). Heartstopper: Volume 1. Hodder Osefman, A. (2019). Heartstopper: Volume 2. Hodder. Paiz, J.M. (2020) Queering the English language classroom: A practical guide for teachers. Equinox. Wagner Lloyd, M., & Nutter, M. M.(2021). Allergic. Scholastic.
The didactic effectiveness of English language acquisition through drama
Oral Presentation[SYMP12] AILA ReN - Researching Literature in Language Learning and Beyond03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
The possibility of improving language acquisition through literature has been underlined by various authors, even though, lately, theorists' attention shifted to the empirical investigation of these advantages, underlying the lack of studies which could confirm the positive effects of using literature in language classes, especially in high school contexts. In fact, theorists have dealt with literature in the FL classroom as logically and intuitively valuable but have rarely empirically demonstrated its value. Taking into account this research gap, we demonstrate that the teaching of literature can be both enjoyable and beneficial in enabling students to better identify meanings in texts as well as to develop their linguistic competences. Through textual analysis, we want to provide a model aimed at integrating language and literature effectively using a motivating method that can enrich students' understanding of literature and develop their linguistic and socio-cultural competences. Considering the educational field and the intent of our work, we aim at appraising the advantages of the theoretical studies that have purported the teaching of the foreign language through literature into practice by designing a lesson plan dealing with topics that could be interesting and compelling for students attending high school, and that could motivate them, such as bullying and cyberbullying. Moreover, we will discuss the outcomes of the survey where we collected and analysed students' opinions before and after presenting a lesson plan focused on some passages from a drama. The paradigm of the investigation draws on a qualitative enquiry, in fact, we administer pre-tests and post-tests based on a 5-points Likert-type scale to gather students' opinions. The obtained data are analysed statistically. Through our analysis, we will also indicate how students' views towards the use of plays in EFL classes changed so that they could perceive this genre as beneficial. Through the empirical analysis of the advantages of using literary texts for foreign language learning, our findings suggest that the use of plays for foreign language learning represents a source of motivation and a useful tool for developing interpretative skills and linguistic competences. Through an integrated approach, that mainly considers the precepts of the communicative approach and the affective-humanistic approach, our intent is also to show that language teaching should be regularly scheduled through learning units that have a direct functional application through authentic tasks and task-oriented activities.
Bloemert, Paran, Jansen, & van de Grift. (2019). Students' perspective on the benefits of EFL literature education. Language Learning Journal, 47(3). Bloemert, Paran, & Jansen. (2020). Connecting students and researchers: the secondary school student's voice in foreign language education research. Cambridge Journal of Education. Duncan, & Paran. (2017). The effectiveness of literature on acquisition of language skills and intercultural understanding in the high school context. UCL, University College. Lazar. (2009). Literature and language teaching: a guide for teachers and trainers. Cambridge University Press. Paran. (2008). The Role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465-496. Paran & Robinson. (2016). Literature. Oxford University Press.
Presenters Diego Sirico Adjunct Professor , University Of Bergamo
Susanne Reichl
Ariane Manutscheri
Diego Sirico
