From Snaps to Maps: Using Literature, Mobile Applications, and Mapping Software to Design an Engaging L2 Curriculum

Autor/in	Bender, Rebecca M.
Titel	From Snaps to Maps: Using Literature, Mobile Applications, and Mapping Software to Design an Engaging L2 Curriculum
Quelle	In: Hispania, 104 (2021) 4, S.557-570 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Computer Software; Second Language Learning; Second Language Instruction; Peer Relationship; Learner Engagement; Spanish; Seminars; Case Studies; Teaching Methods; Spanish Literature; Interdisciplinary Approach; Literary Genres; Creativity; College Faculty; Teacher Role; Undergraduate Students; Social Media; Essays + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Peer-Beziehungen; Spanisch; Seminar; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Literarische Form; Kreativität; Fakultät; Lehrerrolle; Soziale Medien; Essay; Aufsatzunterricht
Abstract	This article demonstrates the pedagogical potential of two free digital tools: the mobile app Snapchat and Northwestern University Knight Lab's StoryMap. By combining Snapchat and StoryMap in the second language (L2) literature classroom, students adapt L2 language skills to twenty-first-century modes of communication, collaborate with peers, and creatively cross-disciplinary boundaries. Essential to this approach is the consideration of Snapchat (and image-based social media apps) as a twenty-first century literary genre (Bender 2020), and of mobile apps as interdisciplinary research objects (Morris and Murray 2018). From this point of departure, this essay offers a case study of a "medium-inflected DHL2" approach (Cro 2020) to a Spanish literature seminar. It demonstrates how non-traditional, DH-inflected assignments increase student engagement with literature by fostering creativity and productive language play in communicative and analytic contexts. At the curricular level, literature professors' essential role in second-language acquisition becomes visible and active, as DH tools bridge the "language/literature split" (Bernhardt 2001) in L2 pedagogy and curriculum design in higher education. A creative DHL2 approach that adopts an alternative view of traditional L2 literature content to generate non-traditional assessments will improve L2 literature pedagogy and make literary content relevant to students' personal and professional experiences. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01