The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower

Autor/inn/en	Porto, Melina; Zembylas, Michalinos
Titel	The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
Quelle	In: Intercultural Communication Education, 5 (2022) 3, S.86-104 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Porto, Melina) ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Role; Multicultural Education; Second Language Learning; Second Language Instruction; Teaching Methods; Psychological Patterns; Literature; Higher Education; Course Descriptions; Affective Behavior; Trauma; Civil Rights; Politics of Education; English (Second Language); Instructional Design; Foreign Countries; Language Teachers; Undergraduate Students; Teacher Education Programs; Citizenship; Content and Language Integrated Learning; History; Argentina + Suchen Sie Ihr Suchwort? Rollen; Multikulturelle Erziehung; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Literatur; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursstrukturplan; Affective disturbance; Active behaviour; Affektive Störung; Bürgerrechte; Grundrechte; Zivilrecht; Educational policy; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Language teacher; Sprachunterricht; Staatsbürgerschaft; CLIL; Lernkonzept; Geschichte; Geschichtsdarstellung; Argentinien
Abstract	In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01