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Drama in Foreign Language Education
Drama pedagogy has been undergoing considerable changes over the last few years. The diversification of dramatic texts and performative practices both analogue and digital impacts on foreign language education and requires new forms of literacies for teachers and learners. This volume brings together papers that theorize and investigate current teaching perspectives at the nexus of drama-oriented and performative teaching and foreign language education. Christiane Lütge holds the Chair of Teaching English as a Foreign Language at the University of Munich. Her research interests include digital literacy and literary learning as well as inter- and transcultural learning and global citizenship education in EFL. Max von Blanckenburg is postdoctoral researcher at the Chair of Teaching English as a Foreign Language at the University of Munich. His research centres on the role and potential of rhetoric in foreign language education, on literary and performative teaching as well as on digital literacies.
Max von Forckenbeck
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The Pragmatics of Negative Self-Identification: I Am What I'm Not
This book explores how variants of "I'm not a/n..." function as a linguistic strategy in web forums, revealing how users present themselves while negotiating shared interests. It starts from the premise that identity is not fixed but performed in interaction, shaped by situational and sociocultural factors. In disembodied online communication, negative self-identification positions speakers in relation to their claims and highlights relevant identity categories. Through a corpus-based study, this book uncovers patterns of meaning-making and guides readers through conducting research in discourse pragmatics. It will be of interest to students of English linguistics, scholars in applied linguistics, and anyone curious about the links between language, identity, and the social world.
Singer-Songwriters
The times they are a-changing: Who would have expected Bob Dylan to receive the Nobel Prize for Literature as the first songwriter ever? And the British Bob Dylan, i.e. Donovan, stated: Wir haben die Poesie, die Philosophie und Literatur, wir haben Mythen und Legenden in das Musikbusiness gebracht. These are some of the reasons why this book is dedicated to the use of songwriters in English Language Teaching. As all edited volumes in the SELT (Studies in English Language Teaching) series, it follows a triple aim: 1.Linking TEFL with related academic disciplines, 2.Balancing TEFL research and classroom practice, 3.Combining theory, methodology and exemplary lessons. This triple aim is reflected in the three-part structure of this volume: Part A (Theory), Part B (Methodology), Part C (Classroom) with six concrete lesson plans.
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