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
- Introduction
- Main Part
- Conclusion
- 2. Teaching Idea
- 3. Reflection
- 4. References
- 5. Appendices
Purpose & Thematic Focus
This academic portfolio explores the integration of fantasy literature into English as a Foreign Language (EFL) instruction to enhance intercultural learning. It examines the pedagogical potential of genres like science fiction, fantasy, myths, and legends in developing students' intercultural competence while addressing the need to maintain student engagement and avoid overt political indoctrination.
- Investigating the role of literature, especially fantasy and science fiction, in fostering intercultural learning.
- Analyzing the benefits and challenges of using non-canonical texts in the EFL classroom.
- Defining intercultural competence and its application in foreign language education.
- Developing a practical teaching unit based on a fantasy novel to improve language skills and cultural understanding.
- Reflecting on pedagogical approaches to incorporate intercultural themes subtly and effectively.
Excerpt from the Book
Portfolio on Teaching Intercultural Learning by Reading a Fantasy Novel
Having thus come to the conclusion that fantasy literature might indeed be well suitable for teaching English, we might have to briefly define what is actually fantasy? The Oxford English Dictionary describes fantasy as “A day-dream arising from conscious or unconscious wishes or attitudes" and as an “inclination, liking, desire."(OED 2023). Yet neither definition sufficiently describes what we are looking for, although it is certainly heading in the right direction. Fantasy stems from desire; a very potent longing for escape, yet perhaps into greater perils. It requires first and foremost imagination, however imagination in itself is not sufficient. The final result, as Tolkien called it, is Sub-creation; it is unreal yet entails “the inner consistency of reality" (Tolkien 1983. p. 139). In this regard one might even argue that producing a secondary world, as is common in high fantasy, is quite difficult to achieve – at least on a larger scale; for as Tolkien put it “Fantasy thus, too often, remains undeveloped; it is and has been used frivolously...merely for decoration: it remains merely 'fanciful'” (Tolkien 1983. p.140). This is not to say that a secondary world requires made-up languages and extensive lineages, yet to give the illusion of depth a certain detailedness is without doubt required. Yet it is a perilous road to follow, as presenting the too much information to the reader may be like “viewing far off an unvisited island, or seeing the towers of a distant city in the sunlit mist. To go there is to destroy the magic, unless new unattainable vistas are again revealed" (Tolkien 1984, p. 2).
The genre of fantasy is naturally closely connected with myths and legends. In recent years the (low)-fantasy genre has frequently adapted elements of mythology, e.g. Rick Jordan's Percy Jackson pentalogy comes to mind. Inserting elements of Greek mythology in a 21st century setting appealed to a global audience. Without doubt one of the most famous mythical creatures is Nessie, the lake monster inhabiting Loch Ness in the Scottish Highlands. First recordings of the monster date back to St. Columbas's visit in the area in 565 AD (Scott, Rines 1975. p. 467). In August 1972 a team from the Academy of Applied Science, Boston obtained what was perceived to be the most precise evidence of its existence at the time. Two photographs taken by a stationary time-lapse camera operating at a depth of 45 feet were later enhanced in a omputer laboratory. They showed a fin, flipper or paddle about 2m long (Scott & Rines 1975. p. 466). However, other photographs of Nessie have been exposed as hoaxes, and concerning eye-witness reports the abundance of distilleries in the neighbourhood of Loch Ness may be noteworthy (Nissenbaum 1992. p. 2). Be it as it may, Nessie has actually been given a scientific name, i.e. Nessiteras rhombopteryx (Scott & Rines 1975. p. 467). Furthermore, the monster is real at least in the sense that it has stirred the imagination of artists and storytellers alike; as it has generated revenue, brought in by countless tourists flocking to Loch Ness each year, for the local economy. Enough to justify the Nessie Visitor Centre in Drumnadrochit undergoing an £1.5m renovation this year (BBC 2023). Among other writers, British novelist Dick King-Smith wrote a novel called “The Water Horse” which will serve as an example work in part two.
Summary of Chapters
Chapter 1. Research Essay - Introduction: This section introduces the core topic of fostering intercultural learning through fantasy and science-fiction literature, emphasizing its relevance and the need for a balanced approach to avoid political indoctrination.
Chapter 1. Research Essay - Main Part: The main part discusses the importance of engaging students with appealing literature beyond the traditional canon, defines fantasy literature, and explores its natural connection to myths and legends as vehicles for cultural exploration.
Chapter 1. Research Essay - Conclusion: This conclusion reiterates the potential of diverse literary genres for promoting intercultural understanding and reducing prejudice, while also critically examining the risks of an overtly "political" pedagogical approach.
Chapter 2. Teaching Idea: This chapter outlines a practical teaching unit for year nine students, utilizing the fantasy novel "The Water Horse" to develop both English language skills and intercultural competence within a classroom setting.
Chapter 3. Reflection: The reflection section discusses the author's personal insights into teaching intercultural matters, highlighting how fantasy can subtly convey cultural lessons and the importance of maintaining critical distance from one's own ideological beliefs in education.
Keywords
Intercultural learning, fantasy literature, EFL teaching, science fiction, myths, legends, cultural competence, reading strategies, vocabulary development, "The Water Horse", English language skills, literary canon, classroom pedagogy, stereotypes, secondary world.
Frequently Asked Questions
What is this work fundamentally about?
This work fundamentally explores the effective integration of fantasy literature, including science fiction, myths, and legends, into English language teaching to enhance students' intercultural learning and communicative competence.
What are the central thematic fields?
The central thematic fields include intercultural learning, the pedagogical application of fantasy and science fiction in the EFL classroom, the development of cultural understanding, and the analysis of reading strategies and vocabulary acquisition through engaging literature.
What is the primary goal or research question?
The primary goal is to demonstrate how reading fantasy novels can serve as a suitable and engaging method for fostering intercultural learning and language skills among students, while carefully navigating the line between education and indoctrination.
Which scientific method is used?
The work employs an academic essay format that synthesizes existing research and pedagogical theories, followed by the development of a practical teaching idea and a personal reflection, indicating a research-informed pedagogical design and analysis approach.
What is covered in the main part?
The main part of the research essay delves into the rationale for using fantasy literature in EFL, defines the genre, discusses its appeal to young readers, and illustrates its inherent connection to myths and legends as tools for exploring diverse cultures.
Which keywords characterize the work?
Key terms characterizing this work are intercultural learning, fantasy literature, EFL teaching, cultural competence, myths, legends, reading strategies, and "The Water Horse."
Why is "The Water Horse" chosen as an example novel for teaching?
"The Water Horse" is selected for its suitability for year nine students, its engaging narrative, its potential to expand students' knowledge of Scottish culture, and its balance of challenge and entertainment to foster reading enjoyment.
What cautionary note does the author raise regarding teaching intercultural learning?
The author cautions against viewing "all teaching as political" and warns that overly didactic or prescriptive "critical pedagogy" in intercultural learning can undermine student enjoyment and lead to rejection rather than genuine acceptance of diverse perspectives.
How does the author define "intercultural competence"?
Intercultural competence is defined as the ability to interact appropriately in different intercultural situations by deploying relevant attitudes, skills, and knowledge, with particular emphasis on personal attitude as the most crucial element.
What are the two main purposes of the teaching idea presented?
The teaching idea is twofold: language-wise, it aims to enhance reading skills and vocabulary, and culturally, it seeks to expand students' knowledge of history and culture and encourage reflection on their own lives compared to the novel's setting.
- Citar trabajo
- Anonymous (Autor), 2023, Portfolio on Teaching Intercultural Learning by Reading a Fantasy Novel, Múnich, GRIN Verlag, https://www.grin.com/document/1612520
