Overview

Covering Green’s The Fault in Our Stars, Collins’ The Hunger Games, Selznick’s The Invention of Hugo Cabret, Rowling’s Wizarding World, Staake’s Bluebird and Winton’s Lockie Leonard, contributors consider how literature can be used for teaching literary literacy, creative writing, intercultural learning, critical pedagogy and deep reading in school settings where English is the teaching medium. Leading scholars from around the world explore pedagogical principles for English Language Teaching (ELT) widening children’s and teenagers’ literacy competences as well as their horizons through insightful engagement with texts. From challenging picturebooks for primary and secondary students, to graphic novels, to story apps, film and drama, as well as speculative fiction on provocative topics, recent research on literature education in ELT settings combines with cognitive criticism in the field of children’s, young adult and adult literature.

Full Product Details

Author:   Dr Janice Bland (Nord University, Norway)
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
Weight:   0.492kg
ISBN:  

9781350034242

ISBN 10:   135003424
Pages:   328
Publication Date:   23 August 2018
Audience:   Professional and scholarly ,  ELT/ESL ,  Professional & Vocational ,  English as a second language
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Notes on Contributors Foreword, Peter Hunt (Professor Emeritus Cardiff University, UK) 1. Introduction: The Challenge of Literature, Janice Bland (Nord University, Norway) Part I: Multimodal Challenges 2. The Graphic Novel: Brian Selznick’s The Invention of Hugo Cabret, Wonderstruckand The Marvels, Marek Oziewicz (University of Minnesota, USA) 3. Playscript and Screenplay: Creativity with J. K. Rowling’s Wizarding World, Janice Bland (Nord University, Norway) 4. The Wordless Picturebook: Literacy in Multilingual Contexts and David Wiesner’s Worlds, Evelyn Arizpe (University of Glasgow, UK) and Sadie Ryan (University of Glasgow, UK) 5. The Picturebook in Elementary ELT: Multiple Literacies withBob Staake’s Bluebird, Gail Ellis (British Council – EU Region) 6. Story Apps: The Challenge of Interactivity, Sonja Brunsmeier (University of Education–Tyrol, Austria) and Annika Kolb (University of Education–Freiburg, Germany) 7. Transmedial Reading: Tim Winton’s Lockie Leonard, Michael Prusse (University of Teacher Education–Zurich, Switzerland) Part II: Provocative and Compelling 8. Literature in Language Education: Challenges for Theory Building, Werner Delanoy (University of Klagenfurt, Austria) 9. Diversity in Love-Themed Fiction: John Green’s The Fault in Our Stars and David Levithan’s Princes, Johanna Marks (University of Münster, Germany) and Thorsten Merse (University of Munich, Germany) 10. Popular Culture Head On: Suzanne Collins’ The Hunger Games, Janice Bland (Nord University, Norway) 11. Thought Experiments with Science Fiction: Ursula Le Guin’s The Ones Who Walk Away from Omelas, Ju¨rgen Wehrmann (University of Oldenburg, Germany) 12. Environmental Havoc in Teen Fiction: Speculating Futures, Jean Webb (University of Worcester, UK) 13. Hamlet, Ophelia and Teenage Rage: Michael Lesslie’s Prince of Denmark, Tzina Kalogirou (National and Kapodistrian University of Athens, Greece) Part III: Embracing the Challenges 14. Negotiating the Challenges of Reading Literature: Teachers Reporting on their Practice, Sam Duncan (UCL Institute of Education, UK) and Amos Paran (UCL Institute of Education, UK) 15. Afterword: Thoughts on the Way Ahead, Geoff Hall (University of Nottingham Ningbo China, China) Annotated Bibliography: Literary Texts Recommended for Children and Young Adults in ELT, Janice Bland (Nord University, Norway) Index

Reviews

An essential and timely contribution both to ELT and children's literature studies. This edited collection brings together essays revealing the broad range of theoretical and methodological work in both fields in an accessible and engaging manner. It is a `must have' for scholars and educators in the area of language teaching. * Justyna Deszcz-Tryhubczak, Institute of English Studies, University of Wroclaw, Poland * A highly stimulating collection, full of insightful theoretical perspectives that are closely linked to practical teaching examples. The content is richly varied, but all the chapters have a common goal of bringing innovative ideas, depth and criticality to the EFL classroom. * Mike Fleming, Emeritus Professor of Education, Durham University, UK * Brings together international experts who show us how CYAL can best be integrated in ELT classrooms so that learners can make deep and meaningful connections between life and literature and can be prepared for future reading challenges. * Susanne Reichl, Professor of Contemporary English Literature, University of Vienna, Austria * Bland's highly stimulating and very readable collection of articles clearly demonstrates the great opportunity to pursue up-to-date curricular and pedagogical objectives through challenging reading. The contributions draw on recent findings in children's social and cognitive development as well as research on the affordance of diverse modalities and media. They explore the relevance of multimodal story apps and picture books for learners in elementary schools, and genre fiction, cross-medial adaptations and didactic text ensembles for learners in secondary schools. Specific suggestions of appealing texts and tasks that engage learners round off each part. A book that is not to be missed! * Michael Meyer, Professor of English Literature and ELT, University of Koblenz and Landau, Germany *

This book introduces a framework for thinking differently about texts in ELT, encouraging practitioners to move away from simplified literature (or graded readers), and raises important questions about what counts as a complex or generative text, and to whom, and for what purposes... Bland's edited volume is ... an important body of work that reframes the goals for, and methodologies of, English language teaching. * Teachers College Record * [This book] provides comprehensive, in-depth and state-of-the-art insights to literature learning in ELT contexts ... [It] is a worthy contribution to theory as well as methodology and offers many innovative teaching methods, which teachers and lecturers may well want to try out in class. * Children's Literature in English Language Education * This volume offers a rich demonstration of what has been gained in shifting the attention from what literature is to how and why we should work with literature in the language education context ... It is an inspiring read, showing just how well literature fits into the language education paradigm. It is thus likely to be a paradigm-shifting experience for many. * ELT Journal * An essential and timely contribution both to ELT and children's literature studies. This edited collection brings together essays revealing the broad range of theoretical and methodological work in both fields in an accessible and engaging manner. It is a 'must have' for scholars and educators in the area of language teaching. * Justyna Deszcz-Tryhubczak, Institute of English Studies, University of Wroclaw, Poland * A highly stimulating collection, full of insightful theoretical perspectives that are closely linked to practical teaching examples. The content is richly varied, but all the chapters have a common goal of bringing innovative ideas, depth and criticality to the EFL classroom. * Mike Fleming, Emeritus Professor of Education, Durham University, UK * Brings together international experts who show us how CYAL can best be integrated in ELT classrooms so that learners can make deep and meaningful connections between life and literature and can be prepared for future reading challenges. * Susanne Reichl, Professor of Contemporary English Literature, University of Vienna, Austria * Bland's highly stimulating and very readable collection of articles clearly demonstrates the great opportunity to pursue up-to-date curricular and pedagogical objectives through challenging reading...A book that is not to be missed! * Michael Meyer, Professor of English Literature and ELT, University of Koblenz and Landau, Germany *

[This book] provides comprehensive, in-depth and state-of-the-art insights to literature learning in ELT contexts ... [It] is a worthy contribution to theory as well as methodology and offers many innovative teaching methods, which teachers and lecturers may well want to try out in class. * Children's Literature in English Language Education * An essential and timely contribution both to ELT and children's literature studies. This edited collection brings together essays revealing the broad range of theoretical and methodological work in both fields in an accessible and engaging manner. It is a `must have' for scholars and educators in the area of language teaching. * Justyna Deszcz-Tryhubczak, Institute of English Studies, University of Wroclaw, Poland * A highly stimulating collection, full of insightful theoretical perspectives that are closely linked to practical teaching examples. The content is richly varied, but all the chapters have a common goal of bringing innovative ideas, depth and criticality to the EFL classroom. * Mike Fleming, Emeritus Professor of Education, Durham University, UK * Brings together international experts who show us how CYAL can best be integrated in ELT classrooms so that learners can make deep and meaningful connections between life and literature and can be prepared for future reading challenges. * Susanne Reichl, Professor of Contemporary English Literature, University of Vienna, Austria * Bland's highly stimulating and very readable collection of articles clearly demonstrates the great opportunity to pursue up-to-date curricular and pedagogical objectives through challenging reading. The contributions draw on recent findings in children's social and cognitive development as well as research on the affordance of diverse modalities and media. They explore the relevance of multimodal story apps and picture books for learners in elementary schools, and genre fiction, cross-medial adaptations and didactic text ensembles for learners in secondary schools. Specific suggestions of appealing texts and tasks that engage learners round off each part. A book that is not to be missed! * Michael Meyer, Professor of English Literature and ELT, University of Koblenz and Landau, Germany *

An essential and timely contribution both to ELT and children's literature studies. This edited collection brings together essays revealing the broad range of theoretical and methodological work in both fields in an accessible and engaging manner. It is a `must have' for scholars and educators in the area of language teaching. * Justyna Deszcz-Tryhubczak, Institute of English Studies, University of Wroclaw, Poland *

An essential and timely contribution both to ELT and children's literature studies. This edited collection brings together essays revealing the broad range of theoretical and methodological work in both fields in an accessible and engaging manner. It is a `must have' for scholars and educators in the area of language teaching. * Justyna Deszcz-Tryhubczak, Institute of English Studies, University of Wroclaw, Poland * A highly stimulating collection, full of insightful theoretical perspectives that are closely linked to practical teaching examples. The content is richly varied, but all the chapters have a common goal of bringing innovative ideas, depth and criticality to the EFL classroom. * Mike Fleming, Emeritus Professor of Education, Durham University, UK *

Author Information

Janice Bland is Professor of English Education at Nord University, Norway and Guest Professor at OsloMet University. She is editor-in-chief of the diamond open-access journal, Children's Literature in English Language Education.

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