In the last two decades, the field of language and literature teaching has experienced considerable growth as a result of the wide array of new methodological avenues that have arisen from different angles. This paradigm shift has paved the way for the integration of newly conceived didactic resources such as the mediation of social networks for learning language or the interdisciplinarity of culturally mediated language education. It is crucial to understand this shift in order to ensure students receive the best education possible.
New Approaches to the Investigation of Language Teaching and Literature presents an overview of the ongoing methodological tools, practices, research designs, and strategies used in language and literature teaching and provides education researchers and practitioners with empirically sustained evidence of teaching strategies that may be implemented in language education. Covering key topics such as language skills, adult learners, digital literacy, and learning aids, this reference work is ideal for researchers, scholars, academicians, practitioners, educators, and students.
A Study on the Intercultural Competence of English as a Foreign Language (EFL) Training Teachers: A Comparative Analysis of a Decade
págs. 1-16
págs. 17-36
Are Two Heads Always Better Than One?: Comparing the Effects of WCF on Accuracy in Low-Intermediate EFL Learners' Individual and Collaborative Writing
págs. 37-59
“How Can I Correct What I Don't Know?”: Exploring Low-Level Learners' Incorporation and Perceptions of Written Metalinguistic Explanations
págs. 60-81
págs. 82-101
Introducing the Process Writing Approach of an Overcrowded EFL Classroom at a University in Bangladesh: An Empirical Study
págs. 101-122
págs. 123-140
Looking Into Foreign Languages and Multimodal Creativity as a Tool for Pedagogical Innovation in Higher Education: The JASM Project – Open Window Onto the World
Ana María Costa Lopes, Cristina Amaro da Costa, Emília Coutinho, Isabel Oliveira, José Pereira Coutinho, Romain Gillain Muñoz, Susana Amante, Susana Fidalgo Monge, Susana Soares, Véronique Delplancq
págs. 141-153
Comparing Individual vs. Collaborative Writing in Spanish EFL Secondary Education: Insights From CAF Measures, Propositional Complexity, and Communicative Adequacy
págs. 154-170
“Translanguaged EMI” as a Means of Negotiation of Meaning in Literature Classrooms: Reflections on Thirdness
págs. 172-189
A Research on Children's Literature and Its Status in Teacher Training: Differences Between Preschool and Primary Educators
Lourdes Hernández Delgado, Amando López Valero, Isabel Jerez Martínez
págs. 190-205
págs. 206-220
Literature and Film to Explore Feminism in EFL Lessons: What Students Think
Marina Lozano del Amor, Yvette Coyle Balibrea, Pedro Antonio Férez Mora
págs. 221-240
A Lesson in Shakespearean Insults: Artful Questioning to Unlock the Language and Meaning of Conflict in Romeo and Juliet
págs. 241-264
Expanding the Dialogic Possibilities in Literature Classrooms: The Case of Interpretive Dialogue
págs. 265-289
Advancing Elementary-Level Students' Linguistic/Cultural Proficiencies Through Children's Literature
págs. 290-309
The Pedagogy of Literacy and the Anti-Hegemonic Factors: Establishing a Reflectional Purpose Focused on Social Emancipation Through International Development
págs. 310-322
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