Relevant bibliographies by topics / Literature and language teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Literature and language teaching'

Author: Grafiati
Published: 18 April 2022
Last updated: 18 July 2025

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Journal articles on the topic "Literature and language teaching"

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Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.

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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.
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Marques dos Santos, Rosália. "TEACHING LANGUAGE AND LITERATURE." Revista Gênero e Interdisciplinaridade 4, no. 02 (2023): 335–59. http://dx.doi.org/10.51249/gei.v4i02.1331.

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This chapter deals with the guidelines that the PCN present for the teaching of the Portuguese language in basic education. They are important official reflections with regard to educational practices at school. Some tensions that the modern world faces are discussed, among which the tension between the global and the local is highlighted, which I seek to explore in the research, in addition to the need to build an intelligent space in the school, transforming it into a headquarters space. for knowledge and discoveries, where the student can build knowledge in an environment that stimulates creativity and curiosity in a productive way.
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., Subhash, Madhavi Sharma, Menka Bhasin, and Avinash Rajkumar. "Critical Thinking Skills Teaching Language through Literature." World Journal of English Language 12, no. 3 (2022): 3. http://dx.doi.org/10.5430/wjel.v12n3p3.

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As teachers who should train and motivate their children, teaching languages has become a demanding task. The ability to grasp a language is essential in today's world since languages is a strong tool of communication. Most of us will not concentrate on the languages used in the literature section since our minds are preoccupied with grammar. This has caused both the instructor and the pupils to disregard the literature component of language learning and instead focus solely on the grammar component. The motivation for including literary works into language education is to suggest that current efforts to incorporate literary work into language instruction undoubtedly increase students' serious thinking in such a way that they may easily grasp a specific language. This paper explains that Learning literary work in a classroom not only teaches students about a tale but also teaches them about how languages are formed and how that structure affects meaning. A literary work allows a pupil to see the languages of real-life situations. They absorb linguistics components' thoughts, ideas, and experiences, which provide realistic touches and assist them in holistically learning languages. It has also been discovered that incorporating literary works into the teaching knowledge process can help students improve their micro-and macro-linguistic abilities for future growth.
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Marasini, Nabin Chandra. "Teaching English Language through Literature." NUTA Journal 6, no. 1-2 (2019): 28–31. http://dx.doi.org/10.3126/nutaj.v6i1-2.23225.

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This paper seeks to examine the importance of literature in the English language classroom and looks at the effect of its use. Examples given will be mainly from personal experience gained from teaching Nepalese students. It is necessary to understand the importance of teaching English Language through literature in order to make language learning an enriching experience for students. The growing trend of learning English in Nepal has increased its significance as well. The uses of literature in the classroom explore the interesting uses of words, phrases and sounds in contexts. It, then, without human intervention increase students’ awareness of literary language and help them understand language better.
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Dahl, Erhard. "Using literature in language teaching." System 17, no. 3 (1989): 421. http://dx.doi.org/10.1016/0346-251x(89)90016-x.

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MacKenzie, Ian. "Institutionalized utterances, literature, and language teaching." Language and Literature: International Journal of Stylistics 9, no. 1 (2000): 61–78. http://dx.doi.org/10.1177/096394700000900105.

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Linguists have recently suggested that a large proportion of linguistic performance in naturally acquired languages is enabled by the internalization of a huge number of institutionalized utterances, or lexical phrases, or fixed and semi-fixed expressions. This research parallels the discovery, earlier this century, of the oral-formulaic nature of Homeric poetry. Furthermore, although written literature (as opposed to oral epic poetry) is generally assumed to be anything but formulaic, it can be shown that it too necessarily contains a lot of institutionalized expressions, or at least transformations of them, and that our own repertoire of memorized phrases almost certainly comes from literary as well as oral sources. Foreign language teachers clearly need to give serious consideration to the prevalence of lexical phrases, in both speech and writing. Literature can be used in the foreign language classroom as (among many other things) a source of institutionalized phrases.
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Aliyev, S. E. "TEACHING ENGLISH THROUGH LITERATURE AND INTEGRATING LITERATURE INTO FOREIGN LANGUAGE TEACHING." EurasianUnionScientists 7, no. 62 (2019): 12–14. http://dx.doi.org/10.31618/esu.2413-9335.2019.7.62.139.

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Colăcel, Onoriu. "Teaching the Nation: Literature and History in Teaching English." Messages, Sages and Ages 3, no. 2 (2016): 43–53. http://dx.doi.org/10.1515/msas-2016-0014.

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Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.
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Jaweed, Ahmed Khan, Musa Suleiman Musa Suleiman, Mohammed Elhassan Hussein Anwer, and Elsadig Hydar Elsheikh Dr.Mohammed. "Teaching 'LSRW Skills' Through Literature." Teaching 'LSRW Skills' Through Literature 9, no. 1 (2024): 610–18. https://doi.org/10.36993/ RJOE.2024.9.1.618.

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This paper examines and analyzes the extent and significance of English language teaching via literature and the role of English teachers in molding students' character. It also discusses "the benefits that a language learner can derive from including literature in the educational curriculum for language learning." The general goal is the recent use of literature as a resource for English language education. Alan Maley, author of many titles, uses literature merely as a language resource. It is a brief description of some valuable examples and some tips for novice teachers.
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Gilroy, Marie, and Brian Parkinson. "Teaching literature in a foreign language." Language Teaching 29, no. 4 (1996): 213–25. http://dx.doi.org/10.1017/s026144480000851x.

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Dissertations / Theses on the topic "Literature and language teaching"

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Xu, Li, and 徐莉. "IBMYP Chinese language A literature teaching process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4836924X.

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在國際文憑課程教學領域內，有關漢語A文學教學的研究剛剛起步。本研究探討中學項目九年級學生在文學教學過程中，初學文學評論的表現以及相關策略的運用。本研究以一所國際文憑組織成員學校中學項目九年級的學生為對象，通過問卷調查和小說單元的欣賞教學實驗及研究分析，發現： 1. 學生普遍具有閱讀文學作品的興趣，具備評價文學作品的意識。2. 文學教學促使一些學生突破以往閱讀思維的局限，視野更為開闊，更多關注作品所傳遞的更為豐富的文化信息以及作者駕馭作品的方式與技巧。3. 中文水準較弱和普通的一些學生，在文學評論的組織與表達方面尚有明顯不足。中文水準優秀的學生已經熟練掌握文學評論的寫作方法和技巧，能自如地聯係課外閱讀經驗，對不同作家作品進行比較、分析。據此結果，現時中學項目的漢語文學教學應該拓展閱讀面，增加知識積累，加強文學評論的寫作指引和訓練，為大學預科項目的文學學習做好銜接準備。 Little scholarship has been done regarding the teaching of “Language A Chinese" from the International Baccalaureate Organization (IBO). The present study focuses on the topic of Chinese Language A teaching to Grade 9 students, in particular, who are in the fourth year of MYP Language A. The study looks at student progress as they undertake this course as well as appropriate teaching strategies to maximize success. Drawing on Grade 9 students survey data from an IBO World School as well as the reseacher’s practical classroom experience, the major findings of this study are as follows: 1. Students are interested in reading literary works and enjoy evaluating literature. 2. The teaching of literature has prompted some students to pay more attention to cultural aspects of readings and has opened their mind to new ideas. 3. Lower- achieving Chinese Language students continue to have difficulties understanding the organization and expression of the literature commentary. In contrast, higher- achieving students have shown the ability to not only comprehend deeper organization and meaning in the literature, but they are also able to identify writing methods, and compare and analyze the work of different writers. Given the study findings, it is recommended that more MYP Chinese literature teaching should be focused on reading and writing in order to increase student knowledge and awareness, but also to strengthen their ability to succeed in the next stages of their schooling.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Hirvela, Alan. "A study of the integration of literature and communicative language teaching." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2140.

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Since the early 1980s, attitudes toward literature in English language teaching (ELT) have undergone two major changes. First, after a long period in which literature was essentially excluded from ELT, it began to be seen in a more favourable light. Second, literature began to be viewed more as a tool in ELT, rather than as the end towards which ELT students should be led. These changes in attitude have led to a surge of interest in literature in ELT, particularly in the context of Communicative language teaching (CLT). This study examines, in several ways, the nature and the extent of this renewed interest in literature. The study explores the evolution of these changes, and puts them in perspective by creating various classifications for current types of approaches to literature in ELT and CLT. It also investigates the degree to which interest in literature in ELT has moved from research and scholarship to actual practice among teachers. In addition, it attempts to extend literature's applications in CLT by experimenting with the use of literature in a domain of CLT generally regarded as unsuited to literature-based teaching: English for Specific Purposes (ESP). The study also offers a series of proposals through which further integration of literature and CLT can take place.
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Stear, Ezekiel Glenn. "Dual-language drama as a door to classic literature." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3270.

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The author believes that the mediation of classic literature through drama would increase student's opportunity for academic success on the secondary and post-secondary levels of education. This project develops curriculum and materials using dramatic adaptations of ancient literature created by the author.
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Behari, Kasturi. "Literature education for transformation : a critical pedagogy for literature teaching." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19575.

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Bibliography: pages 115-119.<br>As the new South African national ethos is borne, education assumes the inenviable role of reconciliator and liberator amidst the programme of the redressing of past imbalances. Stakeholders everywhere are looking to the field of education for national reconstruction and nation building through the development of young minds into productive, active and creative citizens. Indeed, the responsibility that education bears is a moral one. The broad field of this dissertation identifies Literature Education as a tool for transformation within the specific context of present post-apartheid South Africa. A paradigmatic analysis of literature teaching is provided to establish a theoretical framework for teachers to critically appreciate the underpinnings of their methodological practice, within which to locate their current literature teaching trends. Making a paradigmatic shift in literature teaching implies a change in our beliefs concerning knowledge and meaning; power and authority and learning and teaching in society. The thesis posits that Literature Education must necessarily be located within a critical paradigm of teaching, so that as a critical pedagogy, it may facilitate the self and social transformation of pupils and practitioners alike. Within the critical paradigm of literature teaching, reading is reconceptualised as an interactive process between reader and text. The reader's status is elevated to meaning-maker, without whom the act of reading would be void. Adequate literary theory is advanced on Schema Theory as a model of reading analyses of a reader's or pupil's Personal-Mental Schemata. The theory of Additive Schemata is proposed as the means to effect the transformation in pupils through Schema Refreshment or Schema Alteration. The critical teacher using Additive Schemata inputs, is in a position to maximise the potential that the learner has for transformation. Transformation, however is not guaranteed as it depends on a variety of factors such as a learner's flexibility, logical reasoning and a need to be transformed. In order to validate this proposal a research project was conducted in an English Literature class, the dynamics of which are detailed in Chapter Three in their entirety. The findings reveal that Additive Schemata have a positive influence on a learner's personal-mental Schemata leading in most cases to a transformation within pupils who engaged critically with the Additive Schemata approach. The research acknowledges that a learner's point of entry is not the same as the point of departure within the Additive Schemata approach. Learners are not being introduced to a new moral order; the Additive Schemata offers learner's a new moral choice. In so doing, literature teaching, following the Additive schemata approach, embodies the central tenets of a critical pedagogy offering pupils a process that is self-liberating and socially empowering.
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Hardman, Frank Christopher. "A-level English language and English literature : contrasts in teaching and learning." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/604.

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This study is an investigation of methods of teaching and learning in the A-level English curriculum consisting both of the traditional A-level English literature and the more recent arrival of A-level English language. It is generally assumed in commentaries on A-level English teaching that language is taught differently from literature because of differences in aims, content and ideology. English language is seen as a deliberate move away from the more 'pure' academic study of literary texts and towards more 'applied' and even partly 'vocational' study in which independent and collaborative forms of learning are strongly encouraged. There is, however, little empirical evidence about how students are taught and how they learn in these different courses. The study addresses these limitations by carrying out an intensive, qualitative study of the teaching styles of ten teachers who teach across the two A-level English subjects. Video recordings of twenty complete lessons (i. e. 10 English language and 10 English literature) were analysed using a formal framework of analysis adapted from the study of discourse analysis. This system identifies the organisation of the classroom discourse so as to allow for a comparison of the patterning of teaching exchanges across the two subjects. The study also investigates, using semi-structured interviews, how the teachers perceive the learning objectives of the two subjects, and the match between those objectives and the teaching and learning methods used to achieve them. The findings suggest that teachers do not vary their teaching style when teaching across the two English subjects at A-levels supporting an extensive statistical study of students' perceptions of the instructional practices employed by teachers which also found a lack of pedagogic distinctiveness between the two subjects. The analysis revealed that teacher-led recitation is a prominent feature of the discourse in both A-level English language and literature.
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McGarry, Theresa, and J. Mwinyelle. "Using Language Corpora in Teaching." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6166.

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Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.

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Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.

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Sines, Deborah. "A holistic approach to teaching literature in kindergarten." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/410.

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McGarry, Theresa, and J. Mwinyelle. "Inductive Language Teaching in Large Classes." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6165.

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Books on the topic "Literature and language teaching"

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Bassnett-McGuire, Susan. Language through literature: Creative language teaching through literature. Longman, 1993.

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Peter, Grundy, ed. Language through literature: Creative language teaching through literature. Longman, 1993.

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Christopher, Brumfit, and Carter Ronald 1947-, eds. Literature and language teaching. Oxford University Press, 1986.

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Brumfit, Christopher J. Literature and language teaching. Oxford University Press, 1991.

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Lancashire, Ian. Teaching literature and language online. Modern Language Association of America, 2009.

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Ian, Lancashire, ed. Teaching literature and language online. Modern Language Association of America, 2009.

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Ian, Lancashire, ed. Teaching literature and language online. Modern Language Association of America, 2009.

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Simpson, Paul. Language Through Literature. Taylor & Francis Group Plc, 2004.

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Carrió-Pastor, María Luisa, ed. Teaching Language and Teaching Literature in Virtual Environments. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1358-5.

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Brian, Parkinson. Teaching literature in a second language. Edinburgh University Press, 2000.

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Book chapters on the topic "Literature and language teaching"

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Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Teaching literature." In Language Education. Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-8.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Language Study." In Teaching Children's Literature, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-5.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Language Study." In Teaching Children's Literature. Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.

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Beach, Richard, Ashley S. Boyd, Amanda Haertling Thein, and Allen Webb. "Teaching Literature." In Teaching to Exceed in the English Language Arts, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003177364-6.

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Kabir, Mian Md Naushaad. "Literature in Language Teaching." In The Routledge Handbook of English Language Education in Bangladesh. Routledge, 2020. http://dx.doi.org/10.4324/9780429356803-13.

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Kofer, Martina, Cornelia Zierau, and Devorah Karp. "Language-Sensitive Literature Teaching." In The Routledge Handbook of German Language Teaching. Routledge, 2024. http://dx.doi.org/10.4324/9780429318627-8.

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Smagorinsky, Peter. "Teaching Literature." In L. S. Vygotsky and English in Education and the Language Arts. Routledge, 2023. http://dx.doi.org/10.4324/9781003374848-15.

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Stockwell, Peter. "On Teaching Literature Itself." In Literature and Stylistics for Language Learners. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230624856_2.

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Manshur, Fadlil Munawwar, I. Dewa Putu Wijana, and Faruk. "Integrating Language and Literature Teaching." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-186-9_25.

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Shalim, Emmanuel, Nina Popova, Nadezhda Almazova, and Olga Shipunova. "Reintegrating Literature into Language Teaching." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-76797-5_22.

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Conference papers on the topic "Literature and language teaching"

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Brzá, Tereza. "Content-Based Language Teaching: Research on Teachers’ Experience: A Literature Review." In Výzkum v didaktice cizích jazyků. Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0534-2023-1.

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This review article examines the implementation of Content-Based Language Teaching (CBLT) from the perspective of foreign language teachers, providing an overview of studies conducted over the past two decades in diverse educational settings. Methods and research tools typically utilised in this area of research are outlined, as well as the issues of language-content dichotomy and effective pedagogies.
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Hrinak, Jakub. "LITERATURE IN ENGLISH LANGUAGE TEACHING IN PRE-SERVICE TEACHER TRAINING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0746.

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Jukim, Maslin Haji. "Literature Teaching in Brunei: Literature Textbook in Indonesian Language." In Proceedings of the 1st Konferensi Internasional Berbahasa Indonesia Universitas Indraprasta PGRI, KIBAR 2020, 28 October 2020, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.28-10-2020.2315312.

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Ezhil Mary, E. Sugantha, and Dr J. R. Nirmala. "Communicative Language Teaching Enhances Communicative Competence." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312166.

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"ENHANCING LSRW SKILLS THROUGH COMMUNICATIVE LANGUAGE TEACHING." In National Conference on Translation, Language & Literature. ELK Asia Pacific Journals, 2015. http://dx.doi.org/10.16962/elkapj/si.nctll-2015.30.

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Arta, Berli. "PEER TUTORING FOR ENGLISH COMMUNICATIVE LANGUAGE TEACHING." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312130.

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Kalnberzina, Vita, and Dina Savlovska. "Literature in Language Teaching: Teacher Versus Student Opinions." In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.02.

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Literary texts are returning to school curricula, albeit in a different format: digital and multimodal, in the form of audiobooks and films. Although the theoreticians like Ghosn (2002) and Khatib, Rezaei and Derakhshan (2011) have reminded us about the value of literary text in a language learning curriculum of advanced levels, the views in the classrooms differ as we can see in Ghazali, Setia, Muthusamy and Jusoff, (2009) research on the student and teacher reaction to the use of literature in language learning. Since Latvia is also undergoing curriculum reform, which introduces literary texts in language learning, this research aims at comparing the views of teachers and students on the use of literary texts. The content analysis of the teacher response suggests that their opinions on the benefits of reading literary texts are closer than they realise. The students, just like the teachers, do see the value of literary texts in studying language, learning about culture and developing thinking skills.
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Coderch, Juan. "Teaching Ancient Greek and Latin: Let’s Advance Backwards The method for teaching them." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.25.

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Davronov, Azimjon. "TEACHING THE UZBEKI LANGUAGE THROUGH ARTISTIC FILMS AND ARTISTIC LITERATURE." In TEACHING UZBEK LANGUAGE ABROAD: THEORY AND PRACTICE OF EDUCATION. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.2024.16.4/dtwn8094.

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Yue, Hon Tung. "Chinese Language Teaching in CUHK: Challenges and Opportunities." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-3566_l314.66.

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Reports on the topic "Literature and language teaching"

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Fedorova, Anna Leonidovna. LITERATURE IN PLAIN LANGUAGE: DIDACTIC POTENTIAL IN TEACHING GERMAN LANGUAGE. DOI CODE, 2023. http://dx.doi.org/10.18411/doicode-2024.283.

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Бакум, З. П., та О. О. Пальчикова. Роль языковой картины мира в обучении иностранных студентов украинскому языку. Tanaka Print, 2014. http://dx.doi.org/10.31812/0564/402.

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The article considers the problem of teaching students foreign languages by means of comparing national linguistic pictures of the world. The analysis of linguistic and linguadidactic literature allows to interpret linguistic picture of the world as a set of knowledge about the world embodied in language form, more precisely - the specific features of the national language, reflecting cultural, historical and social experience of a particular nation. In this regard the national linguistic pictures of the world are not identical. The authors lay stress on the importance of taking into account the fact of national specific differences of linguistic pictures of the world in teaching foreign students Ukrainian as a foreign language, also indicate that special attention should be paid to linguacultural work with vocabulary and phraseology, in which national and cultural experience is embodied.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Holub, Nina, Olena Goroshkina, Nelli Bondarenko, Valentyna Novosolova, and Liudmyla Popova. Analytical report on the topic "Theoretical and methodological principles of selecting and applying methods for teaching the Ukrainian language to gymnasium and lyceum students" (2021-2023). The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2023. https://doi.org/10.32405/principles-selecting-2023-36.

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The analytical report reveals the step-by-step process and research results into the current linguistic-didactic problem of selecting and applying Ukrainian language teaching methods in gymnasiums and lyceums. The basis of the analytical report is the results of the survey, questionnaire and interview of teachers of Ukrainian language and literature, and the course of experimental training is described. The results of the research enabled the authors to formulate several theoretical propositions and methodological recommendations for teachers of the Ukrainian language and literature.
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Kalra, Prachi. Impact of storytelling and children’s literature on developing teachers. Indian Institute for Human Settlements, 2023. https://doi.org/10.24943/tesf1202.2025.

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This report is based on a year-long project that studied the impact of the Storytelling and Children’s Literature (STCL) course, offered as part of the Bachelor of Elementary Education (BElEd) programme, on the personal and professional trajectories of BElEd alumni and teacher educators. The study examines the ways in which BElEd alumni negotiate their agency as teachers and professionals in other educational contexts while working in conservative spaces that are dominated by a skill-based approach to teaching language and literacy. Using narrative interviews, the project intends to capture the lived experiences of teacher educators in eight colleges offering the BElEd programme. The aim is to capture the big and small ways in which STCL as an open-format course has impacted the discourse around the pedagogy of language and literacy. The study reveals that alumni working in different sectors of education have employed storytelling skills and knowledge about children’s literature to nurture the socio-emotional growth and literacy skills of their students.
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Goldsmith, Allana, Hinekura Smith, and Kim Penetito. Toi Ako – Developing Māori Arts Pedagogy: A Kaupapa Māori Literature Review. Unitec ePress, 2024. http://dx.doi.org/10.34074/ocds.111.

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This article weaves together literature to theorise whatu – the traditional Māori practice of weaving used to make cloaks – as a toi Māori (Māori arts) pedagogy. In its simplest form, pedagogy can be understood as the deliberate processes by which knowledge, attitudes or skills are conveyed (Miller &amp; Findlay, 1996), the systemised learning principles or ‘methods’ of teaching (Good &amp; Merkel, 1973), or how and why we teach the way we do. Internationally renowned scholars of pedagogy such as Piaget, Vygotsky, Brunner and Freire have shaped Western teaching pedagogy and, as such, the ways that we teach and learn. Theories and scholarship around pedagogy are broad and vast, and extend far beyond the interest of this study. Instead, this article is a kaupapa Māori literature review to explore broad notions of pedagogy, through a Māori arts lens, that intersect with Māori pedagogies (Hemara, 2000); those that are grounded in Māori language, aspirations, tikanga (customs) and values, to support our developing theorisation of whatu as Māori arts pedagogy. What might we learn about how and why we teach Māori arts practices by developing a Māori arts, or toi Māori, pedagogy?
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Hamanyuk, Vita. Literarische Texte moderner deutscher Literatur als Mittel für die Entwicklung der interkulturellen Kompetenz. Univerzita Pardubice, 2018. http://dx.doi.org/10.31812/123456789/6064.

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The article analyzes some of the literary texts of modern German literature with an intercultural potential in the modern literary context of Germany and the question whether they are relevant to the development of an intercultural competence in foreign language teaching. Theoretical aspects of the appropriation and extension of the intercultural competence are summarized and exemplified by the works of modern German authors. Three novels and their intercultural potential are analyzed, including: S. Kuegler „Dschungelkind“, S. Möller „Viva Polonia“ and H. Akyün „Einmal Hans mit scharfer Soße“. Various groups of characteristics and the characteristics which testify to the intercultural potential of these works, as well as the practice typology for their use in the foreign language and literature lessons, are considered. Im Beitrag werden manche literarischen Texte moderner deutscher Literatur mit interkulturellem Potenzial im modernen literarischen Kontext Deutschlands analysiert, und die Frage, ob sie für die Herausbildung und Entwicklung der interkulturellen Kompetenz im Fremdsprachenunterricht relevant sind. Theoretische Aspekte der Aneignung und Erweiterung der interkulturellen Kompetenz sind zusammengefasst und am Beispiel der Werke moderner deutscher Autoren veranschaulicht. Es werden drei Romane und deren interkulturelles Potenzial analysiert, darunter: S. Kuegler „Dschungelkind“, S. Möller „Viva Polonia“ und H. Akyün „Einmal Hans mit scharfer Soße“. Verschiedene Gruppen von Merkmalen und Charakteristika, die vom interkulturellen Potenzial dieser Werke zeugen, sowie auch Übungstypologie für deren Einsatz im DaF-, und Literaturunterricht werden betrachtet.
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