Results in BLC Posts
Posted by Orlando Garcia on July 13, 2022
Spring 2022 Fellow: Zhonghua Wang Abstract This project entails the incorporation of Digital Humanities (DH)-inflected pedagogy into the Italian history and literature curriculum. DH methods facilitate a laboratory-based learning environment that values collaboration, creativity, and transdisciplinarity, and serve as a meaningful analytical approach to rethink the Italian literary canon, and to challenge methodological nationalism and…
Posted by Victoria Williams on September 17, 2015
In my talk, I will present some of the materials I have made for an interdisciplinary intermediate Russian cultural curriculum, intended to combine the study of literature and film with historical readings. I will discuss challenges of preparing intermediate Russian students to read complex non-fictional texts, focusing especially on the following three areas: the choice…
Results in L2 Journal Articles
Wertsch, James V.
Volume 04 Issue 1
Starting with the observation that the terms “memory” and “history” are used almost interchangeably in everyday discourse and professional academic discussion, I argue that they can and should be distinguished. Drawing on longstanding debates about nations and nationalism, it is possible to trace ...
Tegmark, Mats
Volume 04 Issue 1
The article addresses the didactic questions of what, why and how aspects of culture and history can be—and should be, it is argued—an integral part of all foreign and second language teaching and learning. In particular, it is argued that the study of literary fiction within tertiary foreign language education can function as a gateway ...
Kubota, Ryoko
Volume 04 Issue 1
This article presents a language specialist’s content analysis of four topics related to the memory of World War II. The purpose of the analysis is to develop critical content-based instruction (CBI) in an advanced Japanese language course ...
Kearney, Erin
Volume 04 Issue 1
The MLA Report (2007) accords considerable weight to the role of culture in a transformed approach to language education in the U.S. and outlines “one possible model” for developing transcultural understanding that involves the interpretation of the “cultural narratives” inherent ...
Knutson, Elizabeth
Volume 04 Issue 1
While history as critical discourse differs importantly from the more subjective narratives of collective memory, even historians vary in their accounts and analyses of past events. This article argues for the need to include a spectrum of voices and text types when teaching history in the context of foreign language study...
Vinall, Kimberly
Volume 04 Issue 1
This paper argues that any approach to the teaching of history in the second language classroom must consider how history is constructed and what is at stake in such representations. Doing so opens up the possibility of developing students’ symbolic competence through critical reflexivity at three interrelated levels...
Train, Robert W.
Volume 04 Issue 1
Focusing on Spanish in California, this article offers language educators a critical perspective into how the languages we teach have histories constructed in shifting memories of language,speakership, and education. This article builds upon the 2007 MLA report’s vision for curricular reform that situates language study in ...
Levine, Glenn S.
Volume 04 Issue 1
This article addresses the teaching of complex representations of history through the study of literary texts in the college-level intermediate German class, employing the categories and tenets of Scollon and Scollon’s (2004) nexus analysis (see also Scollon, 2001). Nexus analysis is a model for understanding the meeting point of social actions and multiple discourses, each ...