| Autor: |
Parsaiyan, Seyyedeh Fahimeh, Ghajar, Sue-San Ghahremani, Salahimoghaddam, Soheila, Janahmadi, Fatemeh |
| Předmět: |
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| Zdroj: |
Teaching & Learning; Summer2014, Vol. 28 Issue 2, p49-61, 13p |
| Abstrakt: |
As researchers from within the English Language Teaching (ELT) and other disciplines, our over-riding concerns about the mainstream commoditized and instrumental nature of English language products as well as institutionalized approaches to its teaching and learning brought us together to tread on a less-trodden path of inquiry. We aimed to explore how more art-like language spaces could be created in foreign language classrooms and how they could carve out the language crafted by the learners. The participants of this journey were various communities of young Iranian non-English major university students studying at an accredited state university north of Tehran, Iran. Literary arts, mainly English translations of Persian classic literature, laid the foundations for a variety of art-embedded language practices including reading as collaging, crafting, acting, weaving, visioning, and self-visioning. The wealth of deep, thoughtful, genuine language instances authored and co-authored by the learners may signify the kind of language that could blossom and flourish as a result of exposure to artworks and responding to them aesthetically. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
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