reading & discussing literature online chris lima 46 th iatefl annual conference - glasgow 20...
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Reading & Discussing Literature Online
Chris Lima
46th IATEFL Annual Conference - Glasgow
20 March 2012
Overview
• The Reading Group• The questions• The ideas• The interactions• Some findings• Relevance & implications• Questions
The questions
How do people respond to texts read in the group?
What stories do they tell about their participation in the group?
In particular, to what extent and in what ways are such responses and narratives related to: •The contact with the literary texts?•The group interaction?•The online environment?
The ideas• Reader-response theory (Iser - Fish - Barthes)• Social-construction of knowledge (Vygotsky)• Intertextuality (Kristeva)• Dialogism & Heteroglossia (Bakhtin)
• Literature can help to promote language learning Brumfit- Widdowson
• Reading and writing about stories can facilitate reflective practice - Schon
• Computer communication technology can help to promote language learning - Lamy & Hampel
• Literature and new media technology can be compatible
The data
• Posts on the Group forum• Online survey• Framed narratives
• Discourse analysis• Statistical analysis
The interactions
Some findings• An individual’s online forum voice is
frequently a combination of many other voices.
• Responses to literary texts are highly shaped by the language of the text itself.
• Fictional narratives frequently generate reader’s narratives.
• The most frequent response to literary texts are transformations.
• The most frequent response to other member’s posts are appropriations.
Relevance & Implications• To better understand how teachers created
their textual discourses about texts.
• To better understand how teachers create meaning, build understanding and share knowledge in online professional communities.
• To re-evaluate the use of literature in teacher education and language learning development.
• professional self-confidence• language awareness and development • IT skills development• change in classroom reading practices • development/change in approaches to
literature in ELT• Involvement in other professional
initiatives• intercultural competence
Relevance & Implications
References• Bakhtin, M. M. (1981) The Dialogic Imagination. Austin, TX: University of Texas Press.
• Bakhtin, M. M. (1986) Speech Genres and Other Late Essays. Austin, TX: University of Texas Press.
• Barthes, R. (1977) Image Music Text. London: FontanaPress
• Brumfit, C and R. Carter (1986) Literature and Language Teaching. Oxford: Oxford
University Press.
• Fish, S. (1982). Is there a text in this class? Cambridge, MA: Harvard University Press.
• Iser, W. (2000). The range of interpretation. New York, NY: Columbia University Press.
• Kristeva, J. (1980) Desire in Language. Oxford: Basil Blackwell.
• Lamy, M.N. and R. Hampel (2007) Online Communication in Language Learning an
Teaching - Research and Practice in Applied Linguistics. Basingstoke: Palgrave.
• Schön, D.A. (1983) The Reflective Practitioner. San Francisco, CA: Jossey-Bass.
• Widdowson, H. (1982) The use of literature. TESOL Convention plenary address.
Detroit: Hines and Rutherford.
• Vygostky, L. (1962) Thought and Language. Boston: MIT.
