FOREIGN LANGUAGES
&
THE LITERARY IN THE EVERYDAY
open lessons for
L2 literacy

The FLLITE Project ended in 2022.
You are welcome to browse and use the collection of openly-licensed lessons contributed by project participants.

Further Reading

Multiliteracies

  • Byrnes, Heidi. 2005. Literacy as a framework for advanced language acquisition. ADFL Bulletin, 37.1: 11-15.
  • Byrnes, Heidi. 2002. The cultural turn in foreign language departments: Challenge and oportunity. Profession, 114-129.
  • Byrnes, Heidi. 2008. What kind of resource is language and why does it matter for German Studies?. German Quarterly 81.1: 8-19.
  • Byrnes, H. and Sprang, K. “Fostering Advanced L2 Literacy: A Genre-based, Cognitive Approach” in Advanced Foreign Language Learning: A Challenge to College Programs, Heidi Byrnes and Hiram H. Maxim (eds) AAUSC Issues in Language Program Direction. Boston, MA: Heinle Thomson, 2005: 47-85.
  • Cope, Bill & Kalantzis, Mary (Eds.). 2000. Multiliteracies. Literacy learning and the design of social futures. London & New York: Routledge.
  • Kern, Richard 2000. Literacy and language teaching. Oxford: Oxford UP.
  • Kern, Richard & Schultz, Jean. M. 2005. Beyond orality: Investigating literacy and the literary in second and foreign language instruction. The Modern Language Journal, 89, 381-392.
  • Kern, Richard. 2002. Reconciling the language-literature split through literacy, ADFL Bulletin, 33 (3), 20-24.
  • Maxim, Hiram. 2006. Integrating textual thinking into the introductory college-level foreign language classroom. The Modern Language Journal, 90.1: 19-32.
  • Mills, Kathy. 2011. The Multiliteracies Classroom. Bristol & Buffalo. Multilingual Matters.
  • New London Group. 2000. A pedagogy of multiliteracies: designing social futures. In B. Cope & M. Kalantzis (eds). Multiliteracies: literacy learning and the design of social futures (pp. 43-68). London: Routledge.
  • Paesani, K. 2008. Literary texts and grammar instruction: Revisiting the inductive presentation. Foreign Language Annals, 38.1: 15-23.
  • Paesani, K., Allen, H., & Dupuy, B. 2015. A Multiliteracies Framework for Collegiate Foreign Language Teaching. Upper Saddle River, NJ: Pearson.
  • Street, Brian. 1995.Social Literacies. London: Longman.
  • Swaffar, Janet., Arens, K. and H. Byrnes, H. 1991. Reading for meaning: An integrated approach to language learning. New York: Prentice Hall.
  • Swaffar, Janet. “Reading the Patterns of Literary Works: Strategies and Teaching Techniques.” 3 In: Virginia M. Scott and Holly Tucker, eds. SLA and the Literature Classroom: Fostering Dialogues. Boston, MA: Heinle & Heinle, 2002. 131-154.
  • Walther, Ingeborg. 2007. Ecological persepctives on language and literacy: Implications for foreign language instruction at the collegiate level. ADFL Bulletin, 38.3/39.1: 6-14.

Literariness and Language Teaching

  • Berg, W. & Martin-Berg, L. 2001. A stylistic approach to foreign language acquisition and literary analysis. In V. Scott and H. Tucker (eds). SLA and the Literature Classroom: Fostering Dialogues. Boston: Heinle & Heinle.
  • Bredella, L. & Delanoy, W. (eds) 1996. Challenges of Literary Texts in the Foreign Language Classroom. Gunter Narr Verlag.
  • Brumfit, C.J. & Carter, R. (eds). 1991. Literature and language teaching. Oxford: Oxford UP.
  • Burke, M. et al (eds.) 2012. Pedagogical Stylistics. London: Continuum.
  • Carter, R. & McRae, J. (eds). 1996. Language, literature and the learner: creative classroom practice. London: Longman.
  • Carroli, Piera. 2008 Literature in second language education : enhancing the role of texts in learning. Continuum, London.
  • Frantzen, Diana. 2001. Rethinking foreign language literature: Towards an integration of literature and language at all levels. In V. M. Scott & H. Tucker (Eds.), SLA and the Literature Classroom: Fostering Dialogues. Issues in Language Program Direction: A Series of Annual Volumes. pp. 109-130. Boston: Heinle & Heinle.
  • Gramling, David & Warner, Chantelle. 2012. Toward a Contact Pragmatics of Literature: Habitus, Text, and the Advanced L2 Classroom. Critical and Intercultural Theory and Language Pedagogy, 57-75. Glenn Levine and Alison Phipps (eds). AAUSC Issues in Language Program Direction. Boston, MA: Heinle.
  • Hall, G. 2005. Literature in language education. London: Palgrave Macmillian.
  • Kramsch, Claire & Kramsch, Olivier. 2000. The avatars of literature in language study. The Modern Language Journal, 84.4: 553-573.
  • Kramsch, Claire. 1985. Literary texts in the classroom. A discourse. Modern Language Journal, 69.4: 356-366.
  • Kramsch, Claire & Andersen, Roger. 1999. Teaching text and context through multimedia. Language Learning & Technology, 2.2, 31-42. Retrieved from http://llt.msu.edu/vol2num2/article1.
  • Krueger, Cheryl. 2001. Form, content, and critical distance: The role of „creative personalization“ in language and content courses. Foreign Language Annals, 34.1: 18-25.
  • Lyman-Hager, M. (2000). Bridging the language-literature gap: Introducing literature Electronically to the undergraduate language student, CALICO Journal, 17 (3), 431-452.
  • Magnan, Sally Sieloff. 2004. Rediscovering text: Multiple stories for language departments. Profession: 95-106.
  • Pireddu, Nicoletta. 2008. Literature? C’est un monde: The foreign language curriculum in the wake of the MLA report. Profession: 219-228.
  • Sell, Roger D. 1991. The politeness of literary texts. In R. Sell (ed.) Literary pragmatics (pp. 208 – 224). London: Routlege.
  • Scott, Virginia & Huntington, Julie. 2007. Literature and the interpretive mode and novice learners. Modern Language Journal, 91.1: 3-14.
  • Scott, Virginia & Huntington, Julie. 2002. Reading culture: Using literature to develop C2 competence. Foreign Language Annals, 35.6: 622-631.
  • Simpson, Paul. 1996. Language through literature: an introduction. Routledge: London.
  • Warner, Chantelle. 2014. Mapping New Classrooms in Literacy-Oriented Foreign Language Teaching and Learning: The Role of the Reading Experience. Transforming the Foreign Language Curriculum in Higher Education: New Perspectives from the United States. Katherine Arens, Janet Swaffar, and Per Urlaub (eds.) Heidelberg/New York: Springer.
  • Warner, Chantelle & Gramling, David. 2013. Gerade Dir hat er eine Botschaft gesendet Contact Pragmatics and the Teaching of Foreign Language Texts. Traditions and Transitions: Curricula for German Studies, 209-226. John Plews and Barbara Schmenk (eds.) Waterloo: Wilfrid Laurier University Press.
  • Warner, Chantelle. 2012. Literary Pragmatics in the Advanced Foreign Language-Literature Classroom: the Case of Young Werther. Pedagogical Stylistics: Current Trends in Language, Literature and ELT, 142-157. Michael Burke, Szilvia Csabi, Lara Week and Judit Zerkowitz (eds.) London: Continuum.
  • Warner, Chantelle. 2009. Hey, you! The Germans! Using literary pragmatics to teach language as culture. Unterrichtspraxis, 42.1, 162-168.
  • Widdowson, Henry. 2008. Language creativity and the poetic function. A response to Swann and Maybin. Applied Linguistics, 29.3: 503-508.
  • Zyngier, Sonia. & Fialho, Olivia. 2010. Pedagogical stylistics, literary awareness and empowerment: a critical perspective. Language and Literature, 19.1, 13-31.
  • Widdowson, Henry. 1992. Practical stylistics. Oxford: Oxford UP.

FLLITE readings

  • Benjamin, J., Donohue-Bergeler, D., Fuchs, K. and Lorenz, A. (2020) “Is nicht egal”: Guided multimodal reading of a music video advertisement. Die Unterrichtspraxis 53(1), 55-65. (PDF attached)
  • Ready, C. and Fuentes, M. (2018) Incorporating the literary and the everyday in the foreign language classroom. Presentation given at the CARLA Presentation Series, University of Minnesota, Minneapolis, MN. Accessed on July 20, 2019. https://z.umn.edu/2018_ReadyFuentes

Open education

  • Blyth, C. 2014. Open educational resources and the new classroom ecology. Modern Language Journal, 98.2: 662-664.
  • Comas-Quinn, Anna; Beaven, Ana; Sawhill, Barbara (Eds). 2019. New case studies of openness in and beyond the language classroom. Research-publishing.net.