Probing Cultural Elements within Literature: A Lesson Plan to Expand Understanding
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The integration of language, literature, and culture in the foreign language classroom is a challenge to educationists who struggle to devise a way to achieve the goal of raising individuals equipped with communicative skills founded on solid intercultural understanding. This paper explores teaching strategies that move away from the traditional teacher-centered foreign language literature instruction model and embrace more actively a learner-centered model in which groupwork and workshop-style presentation were introduced to the classroom. Using 9.11.01: The Skyscraper and the Airplane by Adam Goodheart as the main reading text, students engaged in close reading of the literary text, group projects in preparation for class presentation, and workshop-style class discussions. The process enabled students to reflect upon their reading strategies used in understanding the text, method of research for information, and interpersonal and presentation skills. Incorporating cultural factors related to literary texts with learner-centered group projects proved an effective way for students to become motivated learners and critical thinkers in addition to building knowledge on cultural matters and communicative skills.
Abstract
The integration of language, literature, and culture in the foreign language classroom is a challenge to educationists who struggle to devise a way to achieve the goal of raising individuals equipped with communicative skills founded on solid intercultural understanding. This paper explores teaching strategies that move away from the traditional teacher-centered foreign language literature instruction model and embrace more actively a learner-centered model in which groupwork and workshop-style presentation were introduced to the classroom. Using 9.11.01: The Skyscraper and the Airplane by Adam Goodheart as the main reading text, students engaged in close reading of the literary text, group projects in preparation for class presentation, and workshop-style class discussions. The process enabled students to reflect upon their reading strategies used in understanding the text, method of research for information, and interpersonal and presentation skills. Incorporating cultural factors related to literary texts with learner-centered group projects proved an effective way for students to become motivated learners and critical thinkers in addition to building knowledge on cultural matters and communicative skills.
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