Literaturnachweis - Detailanzeige
Autor/in | Bender, Rebecca M. |
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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 |
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 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 |