The portfolio is divided into three parts plus an appendix. The first part discusses the significance of fantasy literature and intercultural learning. The second part uses Dick King-Smith’s "The Water Horse" as an example for a teaching unit, including pre-, while-, and post-reading activities. The third part contains a reflection on the course. The appendix includes self-created teaching materials related to the reading.
Das Portfolio gliedert sich in drei Teile + Anhang. Im ersten wird auf die Bedeutung von Fantasy und Interkulturellem Lernen eingegangen, im zweiten das Buch "The Water Horse" von Dick King-Smith als Beispiel genommen für eine Unterrichtseinheit (Pre-, While und Post-reading activities). Als drittes folgt eine Reflexion zum Kurs. Im Anhang finden sich Unterrichtsmaterialien zur Lektüre (selbsterstellt).
Table of Contents
1. Research Essay
1.1 Introduction
1.2 Main Part
1.3 Conclusion
2. Teaching Idea
3. Reflection
4. References
5. Appendices
Objectives and Topics
This work explores the pedagogical potential of utilizing science-fiction and fantasy literature to foster intercultural learning in the English as a Foreign Language (EFL) classroom, specifically for learners in secondary education.
- Theoretical foundations of intercultural competence and learning.
- The role of fantasy literature in promoting student engagement and empathy.
- Practical implementation strategies for teaching reading in the classroom.
- Development of teaching materials based on the novel "The Water Horse".
- Reflection on the teacher's role in mediating culture and literature.
Excerpt from the Book
Introduction
This essay is concerned with the importance of intercultural learning through literature, more specific through science-fiction, fantasy, myths and legends. As intercultural competence is more relevant than ever before, and science-fiction and fantasy are vastly appealing to young readers, it seems only natural to link these fields. Yet one has to be careful in doing so. There is great potential in this approach, if done sensibly. However, one has to avoid straying of the edge of the knife and fall into the abyss of political indoctrination and thus ruining the enjoyment students may get out of reading a book in class, by pushing an intercultural (or any other political) agenda too far.
Summary of Chapters
1. Research Essay: Discusses the theoretical necessity of intercultural learning and evaluates the suitability of fantasy literature to bridge cultural gaps while maintaining student motivation.
2. Teaching Idea: Provides a concrete lesson plan for integrating the novel "The Water Horse" into a year-nine curriculum, focusing on specific reading strategies and language development.
3. Reflection: Critically reviews the personal pedagogical growth of the author and the challenges of balancing educational goals with literary appreciation.
4. References: Lists the academic literature and resources consulted for the development of the teaching approach.
5. Appendices: Contains practical worksheets, comprehension questions, and creative writing tasks designed for immediate classroom use.
Keywords
Intercultural learning, Fantasy literature, EFL teaching, Secondary education, Reading strategies, The Water Horse, Intercultural competence, Pedagogy, Cultural identity, Creative writing, Classroom engagement, Literary analysis, Language skills, Stereotyping, Narrative exposition.
Frequently Asked Questions
What is the primary focus of this work?
The work examines how teachers can effectively use science-fiction and fantasy novels to support intercultural learning objectives in middle-level secondary school English classes.
Which key topics are addressed?
Key areas include the definition of intercultural competence, the motivational aspects of reading fantasy literature, and the practical application of reading strategies like skimming, scanning, and close reading.
What is the main goal of the research?
The aim is to demonstrate that fantasy literature, when chosen and taught appropriately, can foster empathy and global awareness without imposing heavy-handed political agendas on students.
Which methodology is employed?
The author combines theoretical literature review with practical didactic planning, focusing on lesson design, worksheet creation, and reflective pedagogical analysis.
What content is covered in the main section?
The main part encompasses an analysis of the genre's appeal, a conceptualization of "intercultural competence," and a detailed breakdown of lesson activities including pre-reading, while-reading, and post-reading tasks.
Which keywords best describe this study?
The study is characterized by terms such as Intercultural learning, EFL teaching, Fantasy literature, Pedagogical reflection, and Student engagement.
Why was "The Water Horse" selected for this project?
The novel was chosen because its setting and accessibility make it ideal for year-nine students, offering opportunities to discuss Scottish history and culture while being inherently engaging to younger readers.
How does the author propose to handle creative writing?
The author suggests using diary entries from the characters' perspectives as a post-reading activity to help students empathize with the figures in the book and express their own thoughts on the events of the plot.
- Quote paper
- Anonymous (Author), 2023, Portfolio on Teaching Intercultural Learning by Reading a Fantasy Novel, Munich, GRIN Verlag, https://www.grin.com/document/1612520
