Prof. Dr. Anne Schröder
Standards, Margins, New Horizons:
Teaching Language, Culture, and Literature in the 21st Century
Call For Papers
More than twenty years ago, the New London Group (1996) observed tremendous changes in "three realms of our existence: our working lives, our public lives (citizenship), and our private lives (lifeworld)". The group suggested that these changes were mainly fuelled by processes of globalisation and technological innovation, for instance, and would lead to increasing diversity wit regard to
We expect the final articles to get to us by December 31, 2018, hoping to publish the entire book by the end of 2019. If you find this deadline difficult to meet, please get back to us and we will try and make adjustments wherever possible.
- the (sub-)cultures we engage in and come into in contact with,
- the identities we adopt and shape for ourselves,
- the genres and linguistic varieties that emerge,
- and the various semiotic modalities we integrate in processes of meaning-making.
In the light of current migration movements, global entanglements and the processes subsumed under the label ?digitalisation?, these observations now hold truer than ever.
The New London Group concluded that these changes also entail a need to re-conceptualise our understanding of literacy and, consequently, suggested a pedagogy of multiliteracies with the aim of preparing students successfully for their future lives. In particular regarding foreign language teaching, this call has recently been answered in various ways, e.g. with respect to audio literacy (using music, Blell & Kupetz 2010), film literacy (Blell et al. 2016), digital literacy (Schildhauer 2015) or in combination with multilingualism (Elsner 2011). This list is far from complete, but illustrates the exciting potential of broadening our view beyond traditional (verbal) texts.
More recently, we can also observe a growing sensitivity towards a natural diversity in learner groups along the lines of interests, cultural backgrounds, multiple intelligences and different aptitudes, among other factors (e.g. Doff 2016; Chilla & Vogt 2017).
If we take both the claims of the New London Group and the more recent demands of acknowledging the diversity of learner groups seriously, the resulting task of today?s educators at school and university is no less than to prepare a diverse set of learners for dealing with an increasing diversity in all fields of life by exposing them to varied contents and a range of subject matter. Essentially, this constitutes the challenge of teaching language and literature in the 21st century.
A pressing question to scholars in the fields of cultural studies, literary studies, linguistics and teaching methodology in different subjects is therefore: To what extent does what we teach (or what we suggest be taught) meet this challenge? We believe this question entails a series of others, such as the following:
- What are the current (hidden) literary canons and linguistic standards that teaching at school and university responds to?
- What are the origins of these canons and standards?
- To what extent are they suitable in the light of the challenges and developments outlined above?
- Which cultural artefacts can be suggested for teaching beyond established canons, standards and curricula?
- What models of interculturality and identity formation could possibly inspire future teaching?
Besides focussing on the teaching content, we consider it beneficial as well to ask about approaches to teaching in the 21st century:
- What approaches to teaching language, culture and literature in general can be suggested in order to meet the challenges of the 21st century?
We invite scholars from all fields engaging in these questions to suggest contributions to an intensive two-day workshop on 4 & 5 April 2019. Contributions can be of the following formats:
- short paper: 10-15 min kick-off presentation + 15 min discussion
- long paper: 25-30 min in-depth presentation + 30 min discussion
- poster presentation: in a 60-minute mix-and-mingle style
The working languages of the workshop will be English and German.
Please submit your proposal (max. 300 words, excl. references) by 30 June 2018 to firstname.lastname@example.org.
We kindly ask you to indicate: (1) title of the presentation, (2) name of the author(s), affiliation, email address, (3) proposal format (long paper, short paper or poster), (4) bibliography of key sources (up to 5), (5) brief biographical statement for presenting authors (25-100 words).
We are very much looking forward to your suggestions and to a productive workshop!
Peter Schildhauer | Jochen Sauer | Anne SchröderCall for Papers: Standards - Margins - Horizons
Exposé: Tagung Standards - Margins - New Horizons am 4. - 5. April 2019
Blell, G., Grünewald, A., Kepser, M., Surkamp, C. (2016) (eds.). Film in den Fächern der sprachlichen Bildung. Baltmannsweiler: Schneider.
Blell, G. & Kupetz, R. (2010) (eds.). Der Einsatz von Musik und die Entwicklung von audio literacy im Fremdsprachenunterricht. Frankfurt a.M.: Peter Lang.
Chilla, S. & Vogt, K. (2017) (eds.). Heterogenität und Diversität im Englischunterricht. Frankfurt a.M.: Peter Lang.
Doff, S. (2016) (ed.). Heterogenität im Fremdsprachenunterricht. Tübingen: Narr Francke Attempto.
Elsner, D. (2011). Developing Multiliteracies, Plurilingual Awareness and Critical Thinking in the Primary School Classroom with Multilingual Virtual Talking Books. Encuentro Journal, 12, pp. 27-38.
Schildhauer, P. (2015). Blogging our Way to Digital Literacies? A Critical View on Blogging in Foreign Language Classrooms. 10plus1: Living Linguistics, 1, pp. 183-196.
The New London Group (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66.1, pp. 60-92.