The complementary roles of literature and creative writing in foreign language learning.

Autor/in	Lutzker, Peter
Titel	The complementary roles of literature and creative writing in foreign language learning.
Quelle	In: Humanising language teaching, 17 (2015) 2 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1755-9715
Schlagwörter	Waldorfpädagogik; Fremdsprachenunterricht; Unterricht; Waldorfpädagogik; Waldorfschule; Didaktik; Kreatives Schreiben; Waldorfschule; Didaktik; Unterricht; Fremdsprachenunterricht; Kreatives Schreiben
Abstract	There are numerous arguments for emphasizing both literature and creative writing in foreign language teaching. Many of these arguments are common to both, for instance, with respect to providing rich possibilities of affective engagement and as potential sources of awakening intrinsic motivation. Hardly anyone would disagree that reading a short story or a play will be more engaging and motivating than working with a course book, or that writing poetry or fiction will lead to a more meaningful and memorable experience than filling in the blanks of an exercise. Of course, one of the standard paradigms of much traditional language teaching has been that before one is able to/allowed to read literature or write creatively, one has to go through the slog of dutifully learning the vocabulary and grammar of the target language. What is striking is that despite the existence of a broad range of creative approaches addressing all stages of language learning, one still encounters this standpoint. In this article I will not go through these familiar arguments again, but will first focus on processes involved in reading works of literature in a foreign language and then examine the complementary relations of some of those processes to the practice of creative writing. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2019/2