Assessing English within the Arts

Hall, Kathy; Rix, Jonathan; Eyres, Ian

doi:10.1007/978-1-4020-3052-9_24

Cited by 1 publication

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References 27 publications

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“…Th e International Handbook of Research in Arts Education explains that "Th e reality is that national policies on English curricula and assessments tend to prioritize traditional, print literacy and tend to marginalize the broader, richer defi nition of the subject endorsed by the research community". 28 All too often, at least in Scandinavia, EFL places emphasis on textbooks for instruction rather than "authentic" texts (Drew et al, 2007:30), 29 thus diminishing the ability of language to impart authentic culture. Today's EFL teachers, in addition to increased accountability such as standardized testing, which many teachers feel limits their time for working with novellength texts in class (and when they do have the time frequently choose a so-called "classic," devoid of authentic presence or meaning in a teen reader's life), also face a situation in which the subject of English itself is quickly becoming inauthentic, that is, the English being taught in school is too far disconnected from the English used outside of school.…”

Section: Discussion and Classroom Implicationsmentioning

confidence: 99%

How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction

Hanssen

2018

SPF

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It is impossible to ignore the enduring and sweeping popularity of young adult novels (YA) written with a dystopian, or even apocalyptic, outlook. Series such as Th e Hunger Games, Th e Maze Runner, and Divergent present dark and boding worlds of amplifi ed terror and societal collapse, and their vulnerable protagonists must answer constant environmental, social, and political challenges, or risk starvation, injury, and various forms of pain and suff ering. More frequently than not, the tensions of the dystopian YA universe turn to the natural world, one of sustenance and renewal, for resolution. Th e continued popularity of dystopian fi ction written expressly for young adult readers requires critical examination, as teachers must prepare themselves to deal with the questions raised by these texts. Th e trend toward the dystopian seems like rather a bleak expression of political and social hopelessness, but it does off er certain insights into what young readers want from the world around them. Much of the appeal of the dystopian comes from imagining not just problems, but how to solve them. Th e ingenuity and resourcefulness displayed in dystopian YA novels is not only appealing, but becomes a bold and ultimately optimistic statement on the need for environmental and social sustainability. Th e optimal incorporation of dystopian YA into the English as a foreign language (EFL) curriculum relies on the preparation of instruction as understood by Wolfgang Klafki in a mode and format that feels fresh and encourages student-led engagement, genuine multimodality, and an organic progression from the closed circle of the classroom to the open arena of adult civilization.

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Section: Discussion and Classroom Implicationsmentioning

confidence: 99%

How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction

Hanssen

2018

SPF

View full text Add to dashboard Cite

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Assessing English within the Arts

Cited by 1 publication

References 27 publications

How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction

How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction

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