Publications

Here you can find a list of some of the most recent publications in LiLLT by the ReN members. If you are a member and your recent LiLLT publication is not listed, please contact the convenors. This page is updated periodically.

Forthcoming

2024

Stadler-Heer, S. (2024). “Consuming and Producing Artificial-Intelligence Generated Text in English Language Classrooms.” Christian Ludwig und Saskia Kersten (eds.). Born-Digital Text in the Foreign Language Classroom. Multilingual Matters.

2023

Paran, A., and Jane Spiro. (2023). Becoming a Reading Teacher. doi: 10.4324/9781003041382

Stadler-Heer, S. (2023). “Addressing South African Perspectives on Taboos and ‘Tricky Topics’ in European Literature Classrooms.” Theresa Summer und Christian Ludwig (eds.). Challenging and Taboo Topics in Foreign Language Education. Routledge.

2022

Bland, J. (2022). Compelling Stories for English Language Learners – Creativity, Interculturality and Critical Literacy. London: Bloomsbury Academic.

Carabantes, L., and Amos Paran. (2022). ‘It may also be our own fault to think so, to limit them before even trying’: Assuming Learner Limitations during Materials Design in English Language Teacher Education. TESOL Quarterly, 56(4):1266-1289. doi: 10.1002/tesq.3102

Luis, Carabantes., Amos, Paran. (2022). “I Preferred to Take Another Activity From the Textbook”: An Activity–Theoretical Study of Learning to Design Language Teaching Materials. The Modern Language Journal, 106(4):659-674. doi: 10.1111/modl.12803

Nishihara, T. (2022). EFL learners’ poetry reading traits for lexically easy short poetry. Cogent Education, 9(1), Article 2150010. https://doi.org/10.1080/2331186X.2022.2150010

Nishihara, T. 2022. Pursuit of literary competence: Past, present, and future. JAILA Journal, 8, 77-91. https://jaila.org/journal/articles/vol008_2022/j008_2022_077_n.pdf

Yoshida, A., Teranishi, M., Nishihara, T., & Nasu, M. 2022. The impact of L1 on L2: A qualitative stylistic analysis of EFL learners’ writings. In S. Zyngier & G. Watson (eds.), Pedagogical stylistics in the 21st century (pp. 343-369). Cham, Switzerland: Palgrave Macmillan. https://link.springer.com/chapter/10.1007/978-3-030-83609-2_14

Schauer, G.A. 2022. Exploring the potential of graphic novels for L2 pragmatic teaching and learning – focus on young learners. The Language Learning Journal, 50(4), 491-505.

Stadler-Heer, S and Paran, A. (eds.) 2022. Taking Literature and Language Learning Online – New Perspectives on Teaching Research and Technology. London: Bloomsbury.

Stadler-Heer, S. 2022. Teaching Current Crises: Designing Task-based Online Lessons on U.S. Structural Racism with the Help of Educational Web Tools. F&E Edition, 27, 65-78. Open Access: https://www.ph-vorarlberg.ac.at/forschung/ueberblick/fe-edition

2021

Tsang, A. and Paran, A. 2021. Learners’ views of literature in EFL education from curricular and assessment perspectives. The Curriculum Journal

https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/curj.102

Paran, A., Spöttl, C., Ratheiser, U., and Eberharter, K. 2021. Measuring literary competences in SLA. In: P. Winke & T. Brunfaut (eds.) The Routledge Handbook of Second Language Acquisition and Language Testing. 326-337. New York: Routledge.

2020

Tsang, A., Paran, A., and Lau, W. W. F. 2020. The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views. Language Teaching Research Online first. https://doi.org/10.1177/1362168820972345

Bloemert, J., Paran, A., and Jansen, E. 2020. Connecting students and researchers: the secondary school student’s voice in foreign language education. Cambridge Journal of Education. 50 (4), 429-449. Available as Open Access on https://doi.org/10.1080/0305764X.2020.1720603

2019

Kirchhoff, P. (2019). Your story in 280 characters max. – Twitter fiction für das kreative Schreiben nutzen. In: Der Fremdsprachliche Unterricht Englisch 53 (160), 40–45.

Bland, J. 2019. Teaching English to Young Learners: More Teacher Education and More Children’s Literature! Children’s Literature in English Language Education. 7/2, 79-103.

Calafato, R. and Paran, A. 2019. Age as a factor in Russian EFL teacher attitudes towards literature in language education. Teaching and Teacher Education 79, 28-37. Free download: https://authors.elsevier.com/c/1YDWe,GtqvjvX

Schauer, G.A. 2019. Teaching and Learning English in the Primary School – Interlanguage Pragmatics in the EFL context. Springer.

Diamantidaki, F. (ed.) (2018). Teaching Literature in Modern Foreign Languages. New York: Bloomsbury.

Knaap, E. van der. 2019. Literatuur en film in het vreemdetalenonderwijs. Bussum: Coutinho [in press].

2018

Bland, J. (ed.). (2018). Using Literature in English Language Education Challenging Reading for 8-18 Year Olds. London: Bloomsbury Academic.

Bland, J. (2018). Learning through literature. In Garton, Sue, Fiona Copland (eds), Routledge Handbook of Teaching English to Young Learners. Oxford: Routledge. 269-287.

Diamantidaki, F. (2018). Literature in Chinese language teaching and learning supported by the use of the Internet and digital resources. In Diamantidaki, F., L. Pan and K. Carruthers (eds.). Mandarin Chinese Teacher Education: Issues and Solutions. London: UCL IOE Press.

Knaap, E. van der. 2018. Zur Bedeutung der Lexik für das literarische Lesen. Didaktische Erkenntnisse einer Textdeckungsuntersuchung. Informationen Deutsch als Fremdsprache (Info DaF) 45, 4, 2018, 444-463.

Stephens, J., Curry, A., Lifang, L., Motawy, Y. S., Belmiro, C. A. (eds.) (2018). The Routledge Companion to International Children’s Literature. London: Routledge.

2017

Lima, C. (2017). Reader’s interactions in an online reading group. Language and Literacy, 19 (4), 129-142.

Mourão, S. (2017). Picturebooks in instructional foreign language learning contexts. In M. Nikolajeva and C. Beauvais (eds.). The Edinburgh Companion to Children’s Literature. Edinburg: Edinburgh University Press.

Richings, V.A., & Nishimuro, M. (2017). Introduction and effectiveness of new methods of instruction using literature in a Japanese high school setting, The Reading Matrix: An International Online Journal, 17(2), 1-15.

Xerri, D. (2017). Teachers’ beliefs and literature teaching: The case of poetry. In B. Schaff, J. Schlegel and C. Surkamp (eds.). The Institution of English literature: Formation and mediation. 207-229. Göttingen: V&R unipress.

2016

Kirchhoff, P. (2016). Is there a hidden canon of English literature in German secondary schools? In F. Klippel (ed.). Teaching Languages – Sprachen lehren. 229-248. Münster: Waxmann.

Richings, V.A., & Nishimuro, M. (2016). Artwork and drama activities using literature with high school students, The Journal of Literature in Language Teaching, 5 (2), 13-25.

2015

Fogal, G. (2015). Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research. Language and Literature, 24 (1), 54-72.

Hall, G. (2015). Literature in language education. 2nd ed. Basingstoke: Palgrave Macmillan.

2014

Knaap, E. van der. (2014). Möglichkeiten eines literaturdidaktischen Kompetenzmodells für den fremdsprachlichen Unterricht. Deutsch als Fremdsprache. Zeitschrift zur Theorie und Praxis des Faches Deutsch als Fremdsprache, 51, 4, 213-223.

2013

Bland, J. (2013). Children’s Literature and Learner Empowerment. Children and Teenagers in English Language Education. London: Bloomsbury Academic.

Bland, J. and C. Lütge (eds.). (2013). Children’s Literature in Second Language Education. London: Bloomsbury.

2012

Hanauer, D. (2012). Meaningful literacy: Writing poetry in the language classroom. Language Teaching, 45 (1), 105-115.

2011

Paesani, K. (2011). Research in language-literature instruction: Meeting the call for change? Annual Review of Applied Linguistics, 31, 161-181.

2008

Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41 (4), 465-496.

Teilen mit: