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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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Power in Language, Culture, Literature and Education
In one of the contributions to this edited volume an interviewee argues that "English is power". For researchers in the field of English Studies this raises the questions of where the power of English resides and which types and practices of power are implied in the uses of English. Linguists, scholars of literature and culture, and language educators address aspects of these questions in a wide range of contributions. The book shows that the power of English can oscillate between empowerment and subjection, on the one hand enabling humans to develop manifold capabilities and on the other constraining their scope of action and reflection. In this edited volume, a case is made for self-critical English Studies to be dialogic, empowering and power-critical in approach.
The Changing Face of the “Native Speaker”
The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contribut...
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.
The Complete Blue Max
Hermann Gring, Erwin Rommel, Manfred von Richthofen, Paul von Hindenburg, Helmuth von Moltke, Ernst Junger, Max Immelmann they were among the most famous individuals to be awarded the Kingdom of Prussias highest military order, the Pour le Mrite, better known as the Blue Max. Until the end of the Great War the Blue Max was the most prestigious accolade, a German serviceman could wish for. Yet fictions and myths about the Blue Max have obscured its long and fascinating history. Kevin Brazier, in this comprehensive account of the Pour le Mrite and of the men who received it, aims to set the record straight, and he provides a comprehensive listing of the men who were given this high honor.
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.
