Intermediality, Narrative Texts, and Digitally Mediated Tasks in the EFL Classroom

Celestine Caruso; Judith Hofmann

doi:10.14393/LL63-v37n1-2021-05

Authors

Celestine Caruso University of Cologne https://orcid.org/0000-0003-0854-4558
Judith Hofmann University of Cologne https://orcid.org/0000-0001-5484-6413

DOI:

https://doi.org/10.14393/LL63-v37n1-2021-05

Keywords:

Teaching English as a Foreign Language, Task-Based Language Teaching, Digital Media, Participatory Culture, Narrative Texts

Abstract

In our paper, we propose that intermediality and participatory culture are intertwined concepts that are both part of the digital world. By using Task-Based Language Teaching (TBLT) as a pedagogical framework, we argue that digitally mediated tasks can be beneficial for the EFL classroom while at the same time including aspects of intermediality and participatory culture. In the last part of the paper, we present task examples that tackle this issue and were tested in the EFL classroom.

Downloads

Download data is not yet available.

Author Biographies

Celestine Caruso, University of Cologne

Dr. Celestine Caruso is a postdoctoral researcher in the project 'Future Strategy for Teacher Education', based at the University of Cologne (Germany). Her research focuses on the professionalization of teacher education, digital media in the Task-based (English as a) Foreign Language classroom and inclusive Bilingual Education.

Judith Hofmann, University of Cologne

Dr. Judith Hofmann is a postdoctoral researcher and coordinator of the areas language education and digitalization of the project 'Future Strategy for Teacher Education', based at the University of Cologne (Germany). Her research focuses on Task-based Language Teaching, teaching literature, media and culture as well as the professionalization of teacher education.

References

BIEBIGHÄUSER, K.; ZIBELIUS, M.; SCHMIDT, T. Aufgaben 2.0 – Aufgabenorientierung beim Fremdsprachenlernen mit Digitalen Medien. In: BIEBIGHÄUSER, K.; ZIBELIUS, M.; SCHMIDT, T. (Ed.). Aufgaben 2.0 – Konzepte, Materialien und Methoden für das Fremdsprachen-Lehren und -Lernen mit digitalen Medien. Tübingen: Narr, 2012. p. 11-56.

BREDELLA, L. Lesen und Interpretieren im ‚Gemeinsamen europäischen Refe¬renzrahmen für Sprachen‘: Die Missachtung allgemeiner Erziehungsziele. In: BAUSCH K.-R. et al. (Ed.). Der Gemeinsame europäische Referenzrahmen für Sprachen in der Diskussion. Arbeitspapiere der 22. Frühjahrskonferenz zur Erforschung des Fremdsprachenunterrichts. Tübingen: Narr, 2003. p. 45-56.

BREDELLA, L. Die welterzeugende und welterschließende Kraft literarischer Texte. In: BREDELLA, L.; HALLET, W. (Ed.). Literaturunterricht, Kompetenzen und Bildung. Trier: WVT, 2007. p. 65-86.

BYRAM, M. Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters, 1997.

CARUSO, C.; HOFMANN, J. A task-based approach to tablets and apps in the foreign language classroom. Currents in Teaching and Learning, v. 10 n. 2, p. 68-77, 2018.

DAUSEND, H.; NICKEL, S. Tap’n’Talk – Differenzierte Förderung von Sprachproduktionen durch tabletgestützte Lernaufgaben. In: CHILLA, S.; VOGT, K. (Ed.), Heterogenität und Diversität im Englischunterricht. Fachdidaktische Perspektiven. Frankfurt am Main: Peter Lang, 2017. p. 179-203.

ELLIS, R. Task-based language learning and teaching. Oxford: Oxford University Press, 2003.

FOUCAULT, M. The Confession of the Flesh. In: GORDON, C. (Ed.). Power/Knowledge. Selected interviews and other writings 1972-1977. New York: Pantheon, 1980. p. 194-228.

GIBBONS, P. Scaffolding language, scaffolding learning. Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann, 2002.

GONZÁLEZ-LLORET, M.; ORTEGA, L. Towards technology-mediated TBLT: An introduction. In: GONZÁLEZ-LLORET, M.; ORTEGA, L. (Ed.) Task-based language teaching. Amsterdam: John Benjamins, 2014. p. 1-22. DOI: https://doi.org/10.1075/tblt.6.01gon

GRAU, M. Worlds Apart? English in German youth cultures and in educational settings. World Englishes v. 28 n. 2, 160-174, 2009. DOI: https://doi.org/10.1111/j.1467-971X.2009.01581.x

HALLET, W. (How) can we close the gap? Zum Verhältnis von Literatur, Kulturwissenschaften und Didaktik am Beispiel der Intertextualität und Nick Hornbys Roman High Fidelity. In: BREDELLA, L.; DELANOY, W.; SURKAMP, C. (Ed.). Literaturdidaktik im Dialog. Tübingen: Narr, 2004. p. 207-238.

HALLET, W. Semiotic translation, literacy learning and teacher development. In: CLIL ACROSS CONTEXTS: A SCAFFOLDING FRAMEWORK FOR CLIL TEACHER EDUCATION, 23-25 April 2009, Université de Luxembourg. Proceedings... Luxemburg: Université de Luxembourg, 2009. p. 1-3. Available at: https://languagelearninglog.de/wp-content/uploads/2018/02/180218_2009_HALLET_Semiotic_Translation_Teacher_Education.pdf. Access on: June 30, 2021.

HALLET, W. Reading Multimodal Fiction. Anglistik, v. 29, n. 1, p. 25-40, 2018.

JENKINS, H. Textual poachers. Television fans and participatory culture. New York: Routledge, 1992.

JENKINS, H. Transmedia storytelling. MIT Technology Review, n.p., 2003. Available at: https://www.technologyreview.com/s/401760/transmedia-storytelling/. Access on: June 30, 2021.

JENKINS, H.; PURUSHOTMA, R.; WEIGEL, M.; CLINTON, C.; ROBINSON, A. J. Confronting the challenges of participatory culture: Media education for the 21st century. The John D. and Catherine T. MacArthur Foundation reports on digital media and learning. Cambridge, MA: The MIT Press, 2009. DOI: https://doi.org/10.7551/mitpress/8435.001.0001

KULTUSMINISTERKONFERENZ. Bildungsstandards für die erste Fremdsprache (Englisch/Französisch) für den mittleren Schulabschluss. München: Luchterhand, 2003.

KULTUSMINISTERKONFERENZ. Bildungsstandards für die fortgeführte Fremdsprache (Englisch / Französisch) für die Allgemeine Hochschulreife. 2012. Available at http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2012/2012_10_18-Bildungsstandards-Fortgef-FS-Abi.pdf. Access on: June 30, 2021.

MAIWALD, K. Intermedialität. Zur Einführung in das Thema. In: MAIWALD, K. (Ed.). Intermedialität. Formen – Diskurse – Didaktik. Baltmannsweiler: Schneider Verlag Hohengehren, 2019. p. 1-22.

NUNAN, D. Task-based language teaching. Cambridge, UK: Cambridge University Press, 2004. DOI: https://doi.org/10.1017/CBO9780511667336

NÜNNING, A.; SURKAMP, C. Englische Literatur unterrichten. Grundlagen und Methoden. Seelze-Velber: Klett/Kallmeyer, 2006.

O’BRIEN, D.; SCHARBER, C. Digital literacies. Journal of Adolescent and Adult Literacy, v. 52, n. 1, p. 66-68, 2008. DOI: https://doi.org/10.1598/JAAL.52.1.7

RAJEWSKY, I. O. Intermediality, intertextuality, and remediation: A literary perspective on intermediality. Intermédialités / Intermediality, n. 6, p. 43-64, 2005. DOI: https://doi.org/10.7202/ 1005505ar

RIPPL, G. Film and Media Studies. In: MIDDEKE, M.; MÜLLER, T.; WALD, C.; ZAPF, H. (Ed.). English and American studies. Theory and practice. Stuttgart: Metzler, 2012. p. 314-323.

RYAN, M.-L. Media and narrative. In: HERMAN, D.; JAHN, M.; RYAN, M.-L. (Ed.). The Routledge encyclopedia of narrative theory. London: Routledge, 2005. p. 288-292.

SCHMIDT, T.; STRASSER, T. Digital classroom. Der Fremdsprachliche Unterricht Englisch, v. 144, p. 2-7, 2016.

VAN DEN BRANDEN, K. Introduction: Task-based language teaching in a nutshell. In: VAN DEN BRANDEN, K. (Ed.). Task-based language education. Cambridge: Cambridge University Press, 2006. p. 1-16. DOI: https://doi.org/10.1017/CBO9780511667282.002

WOLF, W. The relevance of mediality and intermediality to Academic Studies of English Literature. SPELL: Swiss Papers in English Language and Literature, n. 21, p. 15-43, 2008. DOI: https://doi.org/10.5169/seals-130648

WOLF, W. Das Feld der Intermedialität im Überblick. In: MAIWALD, K. (Ed.). Intermedialität. Formen – Diskurse – Didaktik. Baltmannsweiler: Schneider Verlag Hohengehren, 2019. p. 23-48.