Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching
An abundance of research and scholarship highlighting why and how literature (i.e., novels, plays, poetry, short stories) can be used effectively in foreign language learning contexts exists. However, these publications tend to prioritize “literary” learning objectives over “language” learning objec...
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| Format: | Article |
| Language: | English |
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Sunan Ampel Press Surabaya
2024-04-01
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| Series: | Nobel: Journal of Literature and Language Teaching |
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| Online Access: | https://jurnalfahum.uinsa.ac.id/index.php/nobel/article/view/900 |
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| author | Jeremy Redlich Steven Pattison |
| author_facet | Jeremy Redlich Steven Pattison |
| author_sort | Jeremy Redlich |
| collection | DOAJ |
| description | An abundance of research and scholarship highlighting why and how literature (i.e., novels, plays, poetry, short stories) can be used effectively in foreign language learning contexts exists. However, these publications tend to prioritize “literary” learning objectives over “language” learning objectives. We aim to support the effective teaching of literature in foreign language learning classrooms by providing a structured and principled approach to developing an integrated literature in language learning course or module that equally prioritizes “content” and “language” learning objectives. By adopting the 4C (Content, Cognition, Culture, and Communication) framework from CLIL, and by adapting CEFR principles, benchmarks, and Can-do statements, we propose a method and framework for developing the beginning-to-end stages in a balanced literature in language learning course design. We outline pedagogically sound steps for creating global learning objectives and activities that engage students of varying motivations and language proficiency levels. The organization of CEFR Can-do statements into the 4C framework is presented. In addition, activities for use in a literature classroom are described, including explanations of the underlying Can-do statements and aspects of the 4C framework they support. The proposed method and framework will aid instructors seeking to utilize literary texts in foreign language learning contexts. |
| format | Article |
| id | doaj-art-1b7ec39bef764caaa740636dcd139da6 |
| institution | Kabale University |
| issn | 2087-0698 2549-2470 |
| language | English |
| publishDate | 2024-04-01 |
| publisher | Sunan Ampel Press Surabaya |
| record_format | Article |
| series | Nobel: Journal of Literature and Language Teaching |
| spelling | doaj-art-1b7ec39bef764caaa740636dcd139da62025-01-16T04:20:19ZengSunan Ampel Press SurabayaNobel: Journal of Literature and Language Teaching2087-06982549-24702024-04-0115112110.15642/NOBEL.2024.15.1.1-21813Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language TeachingJeremy Redlich0Steven Pattison1Fuji Women's University, Sapporo, JapanRitsumeikan Asia Pacific University, Beppu, JapanAn abundance of research and scholarship highlighting why and how literature (i.e., novels, plays, poetry, short stories) can be used effectively in foreign language learning contexts exists. However, these publications tend to prioritize “literary” learning objectives over “language” learning objectives. We aim to support the effective teaching of literature in foreign language learning classrooms by providing a structured and principled approach to developing an integrated literature in language learning course or module that equally prioritizes “content” and “language” learning objectives. By adopting the 4C (Content, Cognition, Culture, and Communication) framework from CLIL, and by adapting CEFR principles, benchmarks, and Can-do statements, we propose a method and framework for developing the beginning-to-end stages in a balanced literature in language learning course design. We outline pedagogically sound steps for creating global learning objectives and activities that engage students of varying motivations and language proficiency levels. The organization of CEFR Can-do statements into the 4C framework is presented. In addition, activities for use in a literature classroom are described, including explanations of the underlying Can-do statements and aspects of the 4C framework they support. The proposed method and framework will aid instructors seeking to utilize literary texts in foreign language learning contexts.https://jurnalfahum.uinsa.ac.id/index.php/nobel/article/view/900literaturelanguage learningenglishclilcefr4c framework |
| spellingShingle | Jeremy Redlich Steven Pattison Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching Nobel: Journal of Literature and Language Teaching literature language learning english clil cefr 4c framework |
| title | Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching |
| title_full | Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching |
| title_fullStr | Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching |
| title_full_unstemmed | Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching |
| title_short | Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching |
| title_sort | combining cefr and 4c clil frameworks for principled literature in language teaching |
| topic | literature language learning english clil cefr 4c framework |
| url | https://jurnalfahum.uinsa.ac.id/index.php/nobel/article/view/900 |
| work_keys_str_mv | AT jeremyredlich combiningcefrand4cclilframeworksforprincipledliteratureinlanguageteaching AT stevenpattison combiningcefrand4cclilframeworksforprincipledliteratureinlanguageteaching |