In this paper, a fourth form “Content and language integrated learning” reading project, which is concerned with raising awareness and promoting a multiculturalist society, is presented. Affiliated with the course objectives of Literatures for Language Teachers, the underlying research questions are:How does the reader perceive the way that monoculturalism is challenged in the novel The Lotterys Plus One by Emma Donoghue? And how can an extensive reading project on the novel The Lotterys Plus One by Emma Donoghue promote multiculturalism in “Content and language integrated learning” history classes?
In the first part of this paper, the necessary theoretical concepts will be introduced. The second section will consist of an analysis of the novel The Lotterys Plus One by Emma Donoghue. Lastly, the third part will integrate the theoretical background with the analysis of the book in the form of a “Content and language integrated learning” extensive reading project in history with an attached lesson plan.
Table of Contents
1 Introduction
2 Theoretical concepts
2.1 Multicultural awareness in schools
2.2 CLIL
2.2.1 CLIL in the EU
2.2.2 Reading projects in CLIL
2.3 Extensive reading
3 Analysis of The Lotterys Plus One by Emma Donoghue
3.1 Methodology
3.2 Analysis of the The Lotterys Plus One on story and discourse level
3.3 World view of the novel
4 Project lesson plans
4.1 Lesson plan matrix
5 Conclusion
Objectives and Topics of the Publication
This paper aims to address the rise of racist incidents in Austria by presenting a structured CLIL (Content and Language Integrated Learning) extensive reading project designed for fourth-form history classes. By utilizing Emma Donoghue's novel "The Lotterys Plus One," the project seeks to promote awareness of multiculturalism and foster a more inclusive, tolerant society among students through pedagogical engagement with literature.
- Theoretical foundation of multicultural awareness, CLIL, and extensive reading in educational contexts.
- Literary analysis of "The Lotterys Plus One" using reader-response criticism and ethical literary criticism.
- Development of a four-unit, cross-curricular lesson plan incorporating history, social studies, and political education.
- Implementation of practical classroom activities such as podcast creation, role-playing, and language audits to encourage empathy and reflection.
Excerpt from the Book
3.2 Analysis of the The Lotterys Plus One on story and discourse level
On the story level, the narrative structure consists of “temporal and spatial structures”, the events and the characters of the text (Nünning & Nünning 106). In the Lotterys Plus One, Emma Donoghue tells the story of a family called the Lotterys that consists of four parents, seven kids, who are all named after trees, and five pets including a three-legged dog. The children are homeschooled by their parents in their home called “Camelottery” in Toronto, Canada, at the beginning of the 21st century. The name for their home is an allusion to “Camelot”, which originally referred to King Arthur’s palace, but also carries the connotation of “a time, place, or atmosphere of idyllic happiness” (Merriam-Webster). Due to the children’s grandfather’s beginning dementia, the he comes to live with the Lotterys, and his presence exerts a massive impact on the Lotterys’ family routines.
As the discourse level is concerned with “how an event is mediated in [a] narrative” (Nünning & Nünning 110), the narrative perspective is of huge interest. According to Nünning & Nünning (113), the figural narrator vanishes into the background, so that “the traces of narrative transmission are barely noticeable”, and the world of the book is experienced by a focalizer, a character from the book whose feelings and perceptions are shared with the reader, which applies to Sumac Lottery. Therefore, the novel uses a figural narrative situation. The narrator is also heterodiegetic, as he/she is “located outside of the narrated world (Nünning & Nünning 119).” The narrative perspective is made visible in the opening passage of the novel:
Summary of Chapters
1 Introduction: Provides context regarding the rise of racism in Austria and outlines the research questions concerning the novel's potential to promote multiculturalism in CLIL classes.
2 Theoretical concepts: Defines the core pillars of the study: multicultural awareness in schools, the pedagogical approach of CLIL, and the specific methodology of extensive reading.
3 Analysis of The Lotterys Plus One by Emma Donoghue: Applies reader-response and ethical literary criticism to examine the novel’s narrative structure and its representation of a modern, multicultural worldview.
4 Project lesson plans: Details a practical four-unit classroom curriculum, including lesson objectives, pedagogical rationales, and specific student activities for a history-focused CLIL project.
5 Conclusion: Summarizes how the integration of the novel into a CLIL project serves as an effective resource for encouraging diversity and fostering tolerance among the younger generation.
Keywords
Multiculturalism, CLIL, Extensive Reading, The Lotterys Plus One, Emma Donoghue, History Education, Reader-Response Criticism, Ethical Literary Criticism, Tolerance, Social Inclusion, Podcast, Human Rights, Education in Austria, Integration, Narrative Perspective.
Frequently Asked Questions
What is the core focus of this publication?
The work focuses on integrating multicultural education into Austrian history and social studies classrooms (GSP) using an extensive reading approach based on the novel "The Lotterys Plus One".
What are the central thematic fields covered in the study?
The central themes include multiculturalism, human rights, social inequality, and the intersection of content and language learning (CLIL) in secondary education.
What is the primary research question?
The research explores how the novel challenges monoculturalism and how an extensive reading project centered on this text can actively promote multicultural awareness in CLIL history classes.
Which scientific methodology is utilized?
The author employs a combination of reader-response criticism, ethical literary criticism, and the hermeneutic circle to analyze the novel, alongside a practical didactic lesson-plan design.
What is covered in the main section of the paper?
The main section provides a theoretical foundation, an in-depth literary analysis of the novel's narrative and worldview, and a concrete four-unit lesson plan for implementation in the classroom.
Which keywords best characterize this work?
Key terms include Multiculturalism, CLIL, Extensive Reading, Reader-Response Criticism, and Social Inclusion.
How does the project handle language learning alongside history content?
The project follows a "language-based" CLIL model, where the history teacher facilitates content learning while utilizing language-based scaffolding and tasks like podcasts and vocabulary logs.
What is the pedagogical goal of the "Language Audit" activity?
The language audit aims to celebrate linguistic diversity within the classroom, helping the teacher understand student backgrounds while fostering appreciation for multilingualism.
Why is "The Lotterys Plus One" chosen as the primary text?
The novel is selected because it features a non-traditional, multicultural family constellation that serves as a relatable and effective resource for discussing tolerance and challenging monocultural norms.
- Quote paper
- Lisza-Sophie Neumeier (Author), 2020, Encouraging Multiculturalism in History Class. An Illustration of Planning an extensive Reading Project in a "Content and Language integrated learning Class", Munich, GRIN Verlag, https://www.grin.com/document/937080
