Teaching Literature and Language Through Multimodal Texts

Teaching Literature and Language Through Multimodal Texts

Elena Domínguez Romero (Universidad Complutense de Madrid, Spain), Jelena Bobkina (Universidad Politécnica de Madrid, Spain) and Svetlana Stefanova (Universidad Internacional de la Rioja, Spain)
Release Date: August, 2018|Copyright: © 2019 |Pages: 320
ISBN13: 9781522557968|ISBN10: 1522557962|EISBN13: 9781522557975|DOI: 10.4018/978-1-5225-5796-8


In the past few decades, there has been a growing interest in the benefits of linking the learning of a foreign language to the study of its literature. However, the incorporation of literary texts into language curriculum is not easy to tackle. As a result, it is vital to explore the latest developments in text-based teaching in which language, culture, and literature are taught as a continuum.

Teaching Literature and Language Through Multimodal Texts provides innovative insights into multiple language teaching modalities for the teaching of language through literature in the context of primary, secondary, and higher education. It covers a wide range of good practice and innovative ideas and offers insights on the impact of such practice on learners, with the intention to inspire other teachers to reconsider their own teaching practices. It is a vital reference source for educators, professionals, school administrators, researchers, and practitioners interested in teaching literature and language through multimodal texts.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Content Learning
  • Digital Media
  • Film in Language Teaching
  • Immersive Reading
  • Intercultural Awareness
  • Language Learning
  • Lifelong Learning
  • Visual Literacy

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Elena Domínguez Romero is senior lecturer in the Department of English Language and Linguistics at the Complutense University in Madrid, Spain. Her research interests include higher education and EFL/ESL. She is currently working on evidential perception and visual literacy. Her research publications include over 50 papers in national and international journals and book chapters in Peter Lang, Routledge, Multilingual Matters or Echinox. She is an active member of numerous Complutense research projects on innovative teaching in EFL/ESL.
Jelena Bobkina holds a PhD in Slavic Philology and Indo-European Linguistics from the University of Granada (Spain) since 2007 and an M.A. in English Philology and Russian Philology from the University of Latvia since 1993. In recent years, she has been teaching English language and linguistics at Department of Linguistics Applied to Science and Technology of the Universidad Politécnica de Madrid. Her research interests and publications relate to the field of language teaching and applied linguistics. She is particularly interested in teaching literature and language in the EFL/ESL classroom.
Svetlana Stefanova is Lecturer in English at the International University of la Rioja, Spain. She holds a Ph.D. in English. Her doctoral thesis, entitled Woman as Objective Correlative of Racial Oppression in the Fiction of Caryl Phillips and J. M. Coetzee, is an attempt to generate a dialogue in and about the common space the oppressed women and people of colour share. Her research interests include gender studies, memory studies, and transnational literature. She has particular expertise in postcolonial literature. Svetlana Stefanova is currently engaged in research on teaching literature.