This book offers new perspectives on the pedagogical value of literary texts. The book is, in the first place, a theoretical study – speculative in nature – about the inherent connection between reading and interculturality. The author argues that reading literary texts may open up a passage to a ‘third place’, a space in which a student can learn more about their own identity and ultimately arrive at a more nuanced understanding of otherness. Some of the skills implicated in the construction of textual understanding can facilitate intercultural learning, opening up opportunities for a pedagogical approach in which the reading of literary texts develops a student’s intercultural perspective and fosters reflection on cultural difference. The author explores the pedagogical potential of the book’s theoretical premises through a sustained classroom-based example.
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Ana Gonçalves Matos is Associate Lecturer in the Department of Modern Languages, Cultures and Literatures, Universidade Nova de Lisboa, Portugal, and a researcher at CETAPS (Centre for English, Translation and Anglo-Portuguese Studies). Her research interests include intercultural education; teaching and learning languages, cultures and literatures; translation; intercultural citizenship education; and education through the Arts.
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Paperback. Zustand: New. This book offers new perspectives on the pedagogical value of literary texts. The book is, in the first place, a theoretical study - speculative in nature - about the inherent connection between reading and interculturality. The author argues that reading literary texts may open up a passage to a 'third place', a space in which a student can learn more about their own identity and ultimately arrive at a more nuanced understanding of otherness. Some of the skills implicated in the construction of textual understanding can facilitate intercultural learning, opening up opportunities for a pedagogical approach in which the reading of literary texts develops a student's intercultural perspective and fosters reflection on cultural difference. The author explores the pedagogical potential of the book's theoretical premises through a sustained classroom-based example. Bestandsnummer des Verkäufers LU-9783034307208
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Paperback. Zustand: new. Paperback. This book offers new perspectives on the pedagogical value of literary texts. The book is, in the first place, a theoretical study speculative in nature about the inherent connection between reading and interculturality. The author argues that reading literary texts may open up a passage to a third place, a space in which a student can learn more about their own identity and ultimately arrive at a more nuanced understanding of otherness. Some of the skills implicated in the construction of textual understanding can facilitate intercultural learning, opening up opportunities for a pedagogical approach in which the reading of literary texts develops a students intercultural perspective and fosters reflection on cultural difference. The author explores the pedagogical potential of the books theoretical premises through a sustained classroom-based example. Offers perspectives on the pedagogical value of literary texts. This book features a theoretical study - speculative in nature - about the inherent connection between reading and interculturality. It explores the pedagogical potential of the book's theoretical premises through a sustained classroom-based example. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Bestandsnummer des Verkäufers 9783034307208
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Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book offers new perspectives on the pedagogical value of literary texts. The book is, in the first place, a theoretical study - speculative in nature - about the inherent connection between reading and interculturality. The author argues that reading literary texts may open up a passage to a 'third place', a space in which a student can learn more about their own identity and ultimately arrive at a more nuanced understanding of otherness. Some of the skills implicated in the construction of textual understanding can facilitate intercultural learning, opening up opportunities for a pedagogical approach in which the reading of literary texts develops a student's intercultural perspective and fosters reflection on cultural difference. The author explores the pedagogical potential of the book's theoretical premises through a sustained classroom-based example. 205 pp. Englisch. Bestandsnummer des Verkäufers 9783034307208
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