Foreign Language Learning
The Role of Language, Culture, and Literacy
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- Description
- Contents
- About
Foreign Language Learning: The Role of Language, Culture, and Literacy sheds light on the intricate and dynamic interplay between language learning, cultural understanding, and literacy development. Written by distinguished international contributors, this book offers a comprehensive exploration of key topics and innovative practices in foreign language education. Split into three sections, the intersectionality of language, culture, and literacy is brought to light in a holistic manner.
In the language section, the chapters delve into areas such as language awareness, technology-enhanced teaching and assessment as well as plurilingual testing. The culture section addresses the topics of identity, intercultural collaborative learning and autobiographical methods for fostering cultural understanding. Finally, in the literacy section, the contributors discuss the development of reading skills, digital literacies and feedback literacies. Altogether, the book combines theoretical reflections, empirical insights, innovative teaching practices and emerging technologies to create engaging and effective learning environments and will be useful to academics and practitioners alike.
This publication honors the intellectual curiosity and transformative pedagogy of Professor Dr. Claudia Finkbeiner as well as the enduring contributions she has made to the field. It serves as a valuable resource for educators, researchers, and language enthusiasts, providing a holistic understanding of foreign language education in a globalized world.
Chapter 1. Introduction to Language, Culture and Literacy in Foreign Language Learning; Jennifer Schluer and Agnes Madeleine Olson
- PART I. Language
- Chapter 2. What is Academic English? Does it Really Exist?; Cornelia C. Paraskevas
- Chapter 3. Language Awareness, Language Ideologies, Language Attitudes, etc.: Different Names for Similar Phenomena?; Martin Stegu
- Chapter 4. Language Awareness in the Foreign Language Classroom: The Perspective of the Sociology of Knowledge; Bernd Tesch
- Chapter 5. An Explanation of the Terms “Bildung” and “Erziehung” for the English-Speaking Reader; Peter H. Ludwig
- Chapter 6. Language Awareness in Mainstream Teachers: Challenges and Opportunities; Rod Neilsen
- Chapter 7. Integrating Large Language Models in Foreign Language Teaching: Prompting Advanced English Grammar; Josef Schmied
- Chapter 8. From Global Competence to Plurilingual Assessment: A Pilot Study; Josep Maria Cots
- Chapter 9. Promoting Plurilingual and Intercultural Knowledge Using Educational Escape Rooms in French Lessons: An Intervention Study on the Use of Digital Learning Environments; Claudia Schlaak, Lisa Vogel, and Céline Wieders-Lohéac
- Part II. Culture
- Chapter 10. Investigating Intercultural Group Communication in Digital Higher Education: A Qualitative Analysis of Self- and Group-Assessment; Marcel Foerster
- Chapter 11. Autobiographical Research and Identity: A Model for Methodological Innovation; Rahat Zaidi
- Chapter 12. A Dialogical Adventure in Foreign Language Education: ABCs of Cultural Understanding and Communication; Mary Masterson
- Chapter 13. The ABCs of Cultural Understanding and Communication: Spaces for Intercultural Cooperation and the Celebration of Diversity; Yvonne Hesse
- Part III. Literacy
- Chapter 14. Cross-Language Awareness to Improve Understanding of Reading Challenges in Spanish-Speaking Students Immersed in English Classrooms; Desirée Pallais
- Chapter 15. Encountering New Literacies – On the Impact of Texts on Dropout and Retention in Vocational Education and Training; Bettina Buch
- Chapter 16. Awareness of Disciplinary Literacy and Academic Language Practice; Marcelo Concário
- Chapter 17. Mutual Learning and Reading Comprehension in a Highly Diverse Setting; Agnes Madeleine Olson
- Chapter 18. Implementing Technology-Enhanced Strategy Training to Improve Reading Skills of Turkish as a Second Language (TSL) Learners; Banu Inan-Karagul
- Chapter 19. An Ongoing Journey of Digital Feedback Literacy Development; Jennifer Schluer
Dr. Agnes Madeleine Olson is a postdoctoral researcher of Foreign Language Learning and Teaching Research and Intercultural Communication at the Department of English of the University of Kassel, Germany and teacher in the languages department of Ahnatal-Schule Vellmar, Germany.
Dr. Jennifer Schluer is Assistant Professor for TESOL (Teaching English to Speakers of Other Languages)/Advanced Academic English at Chemnitz University of Technology, Germany.