Social Justice in Beginning Language Instruction: Interpreting Fairy Tales

Autor/inn/en	Meredith, Britta; Geyer, Mareike; Wagner, Manuela
Titel	Social Justice in Beginning Language Instruction: Interpreting Fairy Tales
Quelle	In: Dimension, (2018), S.90-112 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Sex Stereotypes; Sex Role; Second Language Learning; Second Language Instruction; Fairy Tales; Social Justice; Cultural Awareness; Intercultural Communication; Introductory Courses; German; College Students; Student Attitudes; History; Cultural Context; Intervention; Language Usage; Citizenship; Communicative Competence (Languages) + Suchen Sie Ihr Suchwort? Geschlechterrolle; Zweitsprachenerwerb; Fremdsprachenunterricht; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Soziale Gerechtigkeit; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Einführungskurs; Deutscher; Collegestudent; Schülerverhalten; Geschichte; Geschichtsdarstellung; Sprachgebrauch; Staatsbürgerschaft; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	This chapter bridges theories of social justice (e.g., Osborn, 2006) and intercultural citizenship (e.g. Byram, 2008) to classroom practices in an introductory German course at a research university. By interpreting a fairy tale [Cinderella], 16 university students reflected on issues of gender roles and (in)equality both in historical and current contexts. Several activities in a 75-minute online session are described. In this brief intervention, students demonstrated the ability to contemplate complex, real-life issues such as gender roles and stereotypes using the target language. (As Provided).
Anmerkungen	Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01