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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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It takes a village: Digitizing domestic summer programs to confront COVID-19
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Urlaub, Per. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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Reading the German graphic novel : understanding learners’ readings of multimodal literary comics
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Beliefs about grammar instruction among post-secondary second-language learners and teachers
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Culture specific aspects of semantic frames in multilingual frame descriptions
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Exploring change : oral metadiscourse of advanced learners of Russian in extended study abroad
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A usage-based approach to verb classes in English and German
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Dramatizing/digitizing literacy: Theater education and digital scholarship in the applied linguistics curriculum
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Semantic role alignment in metaphor : a frame semantic approach to metaphoric meaning
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I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom
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Critical Literacy and Intercultural Awareness through the Reading Comprehension Strategy of Questioning in Business Language Education
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In: Global Business Languages (2013)
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Intercultural communicative competence : assessing outcomes of an undergraduate German language program
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Twist in the list : frame semantics as vocabulary teaching and learning tool
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Understanding comprehension: Hermeneutics, literature, and culture in collegiate foreign language education
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Abstract:
In this chapter, I propose a connection between hermeneutics and foreign language education. This connection generates insights into the process of literary reading in the second language, guides curriculum development, supports the articulation of educational goals, and provides a pedagogical framework for the effective use of cultural materials in the language classroom. Language program directors face many challenges in the context of the implementation of contemporary undergraduate curricula. To achieve effective curricular modifications, language program directors have to engage an entire department, often composed of literary scholars, linguists, and applied linguists. However, this multidisciplinary structure results often in a cacophony of methodological approaches and jargons. A framework to conceive and articulate culture-centered undergraduate curricula that relies not entirely on applied linguistics may therefore contribute the collaborative process of reforming a language program. The chapter introduces insights from both applied linguistics and hermeneutics and shows that fundamental concepts from both fields are congruent. These insights challenge intuitive assumptions of literary reading in the second language, provide the vocabulary to articulate educational goals in an integrated undergraduate curriculum, and reject the traditional two-tier curriculum. Further, I argue that hermeneutics can be of practical value to implement literature and cultural artifacts in the advanced language classroom. I illustrate this claim and demonstrate how hermeneutic theory can guide the didactization of foreign films in relation to their Hollywood remakes.
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URL: http://hdl.handle.net/10125/69680
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