Compelling Stories for English Language Learners: Creativity, Interculturality and Critical Literacy
-
Kyoko Kuze [1]
-
[1] Toyo University
Toyo University
Japón
-
- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 78, Nº 1, 2024, págs. 95-97
- Idioma: inglés
Es reseña de:
Compelling Stories for English Language Learners: Creativity, Interculturality and Critical Literacy
Janice Bland
Bloomsbury Academic, 2023
- Texto completo no disponible (Saber más ...)
-
Resumen
Over the last two decades or so, the study of literature in language teaching and learning has not seen as many publications as it used to, while we have been seeking empirical research that would highlight the effectiveness of literature for language teaching. Lately, however, there may be some signs of a re-evaluation or resurgence of literature. Hill (2021) reviews two recent volumes in this area and asserts, ‘I do not think that we are anywhere near the end of the story of literature’s place in language teaching!’ (Hill 2021: 224). Noting that new curriculum documents in the Common European Framework of Reference (CEFR) ask language educators to promote wider and more complex aims than simple language acquisition, Hall (2020) argues that these documents increasingly allocate literature a role in pursuing such aims. Creativity, imagination, critical thinking, and empathy are highlighted as twenty-first-century skills (Naji, Subramaniam, and White, 2019), and the inclusion of aesthetic and literary aims in the CEFR Companion Volume (Council of Europe, 2018) has stimulated the discussion about the place of literature in language learning. In this context, the publication of Janice Bland’s Compelling Stories for English Language Learners: Creativity, Interculturality and Critical Literacy could not have been more timely.
