Fostering the "Intercultural Reader"? An Empirical Study of Socio-Cultural Approaches to EFL Literature

Autor/in	Hoff, Hild Elisabeth
Titel	Fostering the "Intercultural Reader"? An Empirical Study of Socio-Cultural Approaches to EFL Literature
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 3, S.443-464 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1402366
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Sociocultural Patterns; Secondary School Students; Multicultural Education; Teaching Methods; Instructional Materials; Classroom Communication; Literature; Foreign Countries; Teacher Student Relationship; Student Attitudes; Focus Groups; Norway + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Sekundarschüler; Multikulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Klassengespräch; Literatur; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Norwegen
Abstract	The work presented here is a qualitative study of socio-cultural approaches to literary texts in a selection of upper secondary English as a Foreign Language (EFL) classrooms in Norway. The article explores opportunities and challenges related to the fostering of competent "intercultural readers" in foreign language (FL) educational contexts by examining how notions of interculturality are implicated in the teaching materials and classroom discourse. The analysis indicates that the examined text interpretation processes rely on a complex interplay between literary texts, tasks and classroom participants in such respect. Two particular strands of the analysis, pertaining to how issues of intertextuality and the emotional dimension of literary reading play a role in the data, are highlighted. The article concludes by discussing the didactic implications of findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01