Nevertheless, the incorporation of literary texts into the language curriculum is not easy to tackle. Many linguists refer to literary content as extremely demanding for both teachers and students. Not surprisingly, many teachers tend to avoid using literary texts for this reason.
The use of multiple modalities facilitates the implementation of literature in the language classroom. Many literary texts such as novels, short stories and theatre plays have been adapted into multimodal texts (films, cartoons, picture books, comics, graphic novels, audio books, etc.) and have, therefore, become easily accessible language products commonly associated with fun by students and teachers, since these texts can be highly motivating and useful in the language teaching/learning process. Properly selected and implemented in the classroom, these can have an important role in the language teaching/learning process.
This volume will be comprised of 15-20 case studies, chapters or mix of case studies and chapters which apply multiple language teaching modalities for the teaching of language through literature in the context of primary, secondary and higher education. It will cover a wide range of good practice and innovative ideas and will offer insights on the impact of such practice on learners with the intention to inspire other teachers to reconsider their own teaching practices. Proposals should focus on “what”, “how”, and “why”, and discuss the advantages and challenges of the author’s approach.
This publication aims to provide a response to the growing interest in the study of literature and its reintegration in the academic curriculum. In fact, many researchers claim the need to include literary texts into the L2 curriculum or alternatively advocate a content-based curriculum that would include literature components. The reincorporation of literary texts into the XXI century language classroom is inevitably related to the use of multimodal texts and multimodal resources.
Unfortunately, not much research has been done in this field. Thus, the volume seeks to benefit those language teachers willing to incorporate multimodal literary texts and other multimodal components into their EFL/ESL teaching practice.
Multimodal literary texts and their use in the language classroom
Culturally authentic texts and their use in the language classroom
Advantages of using multimodal literary texts in the EFL/ESL classroom
Multimodal texts and literature teaching in the language classroom
Teaching literature with picture books in the language classroom
Teaching literature with graphic novels in the language classroom
Teaching literature with comics in the language classroom
Teaching literature with cartoons in the language classroom
Teaching literature with films in the language classroom
Teaching literature with digital media in the language classroom
Creating multimodal texts in the language classroom
Multimodal literary texts in pre-primary school
Multi-modal literary texts in primary school
Multi-modal literary texts in secondary school
Multi-modal literary texts in higher education
Multimodal texts in children’s literature
Multimodal texts in young adult’s literature
Multimodal response to literature: Multimodal texts creation
Poetry teaching and multimodality
Multimodal digital storytelling
Researchers and practitioners are invited to submit a detailed proposal (of 1,000 to 2,000 words) for a book chapter of 7,000 to 9,000 words, clearly explaining the mission and concerns of their proposed chapter, by August 15, 2017. Authors will be notified by September 15, 2017 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by October 15, 2017. All contributors should consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Teaching Literature and Language Through Multimodal Texts. All manuscripts are accepted based on a double-blind peer-review editorial process.
All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2018.