Visual Genres as Language Teaching Tools: Making words come alive
Visualitza/
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/158176
comunitat-uji-handle2:10234/71345
comunitat-uji-handle3:10234/92228
comunitat-uji-handle4:
TFG-TFMAquest recurs és restringit
Metadades
Títol
Visual Genres as Language Teaching Tools: Making words come aliveAutoria
Tutor/Supervisor; Universitat.Departament
Navarro i Ferrando, Ignasi; Universitat Jaume I. Departament d'Estudis AnglesosData de publicació
2019-07-12Editor
Universitat Jaume IResum
This final Master work (TFM) belongs to the educational improvement method 1, that
is, to the implementation and assessment of a Didactic Unit in the English language
subject. We have focused our attention, in ... [+]
This final Master work (TFM) belongs to the educational improvement method 1, that
is, to the implementation and assessment of a Didactic Unit in the English language
subject. We have focused our attention, in particular, on the introduction of literature in
the EFL classroom as a source to instruct learners linguistically regarding to special
vocabulary and the practice of some prepositions. Furthermore, our intention is to
motivate the students to establish a reading habit, and to educate them in social values
beyond their educative curriculum. We have centred especially on the connections
between comic literary texts and superheroes and how these two can be brought
together to foster creativity; promote language learning, and learner independence. In
this way, the students have been instructed in the three models which deal with the
cultural, linguistic and personal growth models (Carter & Long, Lazar, 1993).
This proposal has been carried out during the internship at IES Vila Roja in Almazora
for the second of ESO during the school year 2018-2019. In this way, the present work
has tried to put into practice some investigators‘ inspiring ideas about how literature can
be introduced to students not as a mandate in their curricula but in a gentle way, by
creating environments where reading and writing skills in another language can be
supported with some activities related to the multiple intelligences, such as the visual
spatial method (Gardner, 1983) as a different approach to assessment. In order to foster
reading literature to a wider range of different students‘ minds in our multicultural
classroom, the students have worked on cooperative and individual visual techniques
such as writing superheroes comics or drawing calligrams to develop partnership so as
to achieve our goals more easily. Therefore, after the DU implementation we can
observe that we have obtained an increasing students‘ interest in reading English
literature, a better linguistic competence and positive students‘ attitudes towards social
values. [-]
Paraules clau / Matèries
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | reading habit | writing skills | cultural model | linguistic model | personal growth model | comic genre
Descripció
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2018/2019.
Tipus de document
info:eu-repo/semantics/masterThesisDrets d'accés
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess