Course guide of Didactics of Fiction in the Foreign Language. English (25711D6)

B1 level in English

• Fictional discourses in the FL classroom.
• Discourse-based approaches.
• Criteria for the selection of material in accordance with the linguistic and psychological development of students.
• Storytelling: role of the teacher; role of the student.
• The reading process. The reading-writing connection. Reading materials.
• Popular literature. From the fairy tale to the fantasy genre.
• Creative writing workshops.
• Drama workshop.
• Multimodality and transmedia narratives

General objectives of the degree (Primary Education):

• Acquiring a sound teacher training. Aspects such as self-knowledge, personal esteem, ability to establish productive group dynamics, a supportive and democratic attitude, etc., common to all degrees, are particularly relevant in the degrees of Infant Education and Primary Education.
• Acquiring the necessary training to carry out their teaching in Infant or Primary Education in the knowledge society, and to successfully perform the different tasks involved in the profession.
• Promoting respect for fundamental rights and equal opportunities for men and women, the principles of equal rights and universal accessibility for disabled persons, and the values inherent in a culture of peace and democracy.

Specific objectives related to the specific competences of the elective subject:

• Working with literary texts and other fictional material in the foreign language classroom with a positive attitude (CDM47, CDM44, CDM7.2)
• Getting to know the current trends in reception theory in relation to aesthetic, cultural and artistic phenomena. (CDM50).
• Becoming familiar with the texts and fictional material for children and young people from the target communities (CDM51, CDM45).
• Developing the necessary teaching skills to work with fictional material in different levels in an interdisciplinary manner (CDM51).
• Speaking and writing correctly in a second language (C.G.5, CDM7.6).
• Becoming familiar with the Primary literacy curriculum (CDM42).
• Getting to know the existing theories regarding the use of fictional material in the foreign language classroom (CDM42)

• Topic 1. Fictional discourses in the FL Primary classroom. Discourse-based approaches and FL teaching. Criteria for the selection of materials according to the linguistic and psychological development of students.
• Topic 2. Children’s literature and young adult literature: origin and categories; perspectives and approaches. Popular literature. From the fairy tale to the fantasy genre. Contemporary children’s literature.
• Topic 3. Multimodal texts. Multiliteracies. The picturebook genre. Verbal and visual narratives.
• Topic 4. Storytelling. Oral stories. The role of the teacher. Resources and tasks.
• Topic 5. Drama and theatre. Holistic learning: cognitive, affective, and social dimensions.
• Topic 6. Poetry. Introduction to poetic language. Popular genres, rhymes and songs. Contemporary poetry for children. Poetry and language appreciation in the early stages.
• Topic 7. Creative writing. The writing process in the FL classroom. Creative writing workshops.
• Topic 8. Literary reading. The teacher as reader. Literary reading in the Primary classroom. Types of reading.

• Analysis of texts, materials and resources.
• Design of tasks based on a holistic, discourse-based approach, through storytelling and drama sessions.
• Theatre and drama workshop.
• Creative writing workshop.
• Reading workshop

• Abrams, M.H., A Glossary of Literary Terms, https://mthoyibi.files.wordpress.com/2011/05/a-glossary-of-literary-terms-7thed_m-h-abrams-1999.
• Alter, G., & Ratheiser, U. (2019), A new model of literary competences and the revised CEFR descriptors, ELT Journal, 73 (4), 377-386.
• Anstey, Michele (2002), “’It’s not all black and white’: Postmodern picture books and new literacies”, Journal of Adolescent & Adult Literacy 45, 6, 444-458.
• Aryzpe, Evelyn & Morag Styles (2016), Children Reading Pictures: Interpreting Visual Texts, Routledge.
• Bland, Janice & C. Lütge, eds. (2013), Children’s Literature in Second Language Education, Bloomsbury Academic.
• Bland, Janice, ed. (2018), Using Literature in English Language Education. Challenging Reading for 8-18 Year Olds, Bloomsbury.
• Evans, Janet (2009), Talking beyond the page: Reading and responding to picturebooks, Routledge.
• Garcés Rodríguez, Antonio y Pérez Valverde, Cristina (2017), Repensando la competencia poética en la enseñanza del inglés en edad temprana: una práctica de lingüística poética, Revista Complutense de Educación, 28 (1), 165-183.
• Horner, Chris & Vicki Ryf (2007), Creative teaching: English in the Early Years and Primary Classroom, Routledge. Part I: Creativity and fiction: An Overview.
• Hunt, Peter, ed. (1999), Understanding Children’s Literature, Routledge.
• Jáimez, Sacramento & Cristina Pérez Valverde (2005), Literature in the ELT classroom, in TEFL in Secondary Education, eds. N: McLaren, D. Madrid & A. Bueno, Universidad de Granada, 579-604.
• Kress, Gunther R. (2003), Literacy in the New Media Age, Routledge. Kress, Gunther R. (2010), Multimodality: A Social Semiotic Approach to Contemporary Communication, Routledge.
• Kress, Gunther and Teo Van Leeuwen (2001), Multimodal Discourse: The Modes and Media of Contemporary Communication, Oxford University Press.
• López Valero, A., Encabo Fernández, E., Jerez Martínez, I., y Hernández Delgado, L. (2021), Literatura infantil y lectura dialógica. La formación de educadores desde la investigación, Barcelona: Octaedro.
• Manresa, Mireia y Real, Neus, eds. (2015), Digital Literature for Children. Texts, Readers, and Educational Practice, Peter Lang.
• Mata, Juan (2014), Ética, literatura infantil y formación literaria, Impossibilia. Revista Internacional de Estudios Literarios, 8, 104-121.
• Munita, F. (2014), Reading habits of pre-service teachers, Cultura y Educación, 26(3), 448-475.
• Nikolajeva, Maria, & Scott, Carole (2001). How picturebooks work, Garland. Nikolajeva, Maria (2014), Reading for Learning: Cognitive Approaches to Children’s Literature, Amsterdam and Philadelphia: John Benjamins Publishing Company.
• Nikolajeva, Maria (2017), Emotions and ethics: implications for children's literature, Affect, Emotion, and Children's Literature, 81-95.
• Norton, Donna & Saundra Norton (2011), Through the Eyes of a Child: An Introduction to Children’s Literature, Pearson.
• Nussbaum, Martha C. (1990), Love’s Knowledge, Essays on Philosophy and Literature, Oxford University Press.
• Paran, Amos & Robinson, Pauline (2016), Literature – Into the Classroom, Oxford: Oxford University Press.
• Pérez Valverde, Cristina (2001), Didáctica de la Literatura en Lengua Inglesa, GEU.
• Pérez Valverde, Cristina (2021), Narrativa multimodal y ficcionalidad: consideraciones éticas y estéticas en torno al álbum ilustrado, Perspectiva histórica y futuro de la Educación en Didáctica de las Lenguas y sus Literaturas, coords. del Moral-Barrigüete, Cristina y Molina-García, María José, Comares, 133-143.
• Pérez Valverde, Cristina & Jesús Muros (2004), “Discourse competence in the EFL classroom”, TEFL in Primary Education, eds. Daniel Madrid y Neil McLaren, Universidad de Granada, 385-408.
• Pérez Valverde, Cristina & Raúl Ruiz-Cecilia (2012), “Paving the Way Towards the ECTS System: Self-Assessment, Metacognition, and Professional Competence in a Literature Course for FL Teachers”, Porta Linguarum, 67-77.
• Phillips, Sarah (2003), Drama with Children, Oxford University Press.
• Reyes Torres, Agustín (2020), Multimodal approach to foster the multiliteracies pedagogy in the teaching of EFL through picturebooks: The Snow Lion, Atlantis, 42 (1), 94-119.
• Sipe, Lawrence R. and Sylvia Pantaleo, eds. (2008), Postmodern Picturebooks. Play, Parody and Self-Referentiality, Routledge.
• Spiro, Jane (2004), Creative Poetry Writing, Oxford University Press.
• Spiro, Jane (2007), Storybuilding, Oxford University Press.
• Waugh, David, Sally Neaum and Rosemary Waugh (2016), Children’s Literature in Primary Schools, Sage.
• Zetterberg Gjerlevsen, Simona & Nielsen, Henrik Skov (2020), Distinguishing Fictionality, Exploring Fictionality: Conceptions, Tests Cases, Discussions, eds. Maagaard, Cindie Aaen, Schabler, Daniel & Wolff Lundholt, Marianne, University Press of Southern Denmark, 19-40.

• Arizpe, Evelyn, Colomer, Teresa, Carmen Martínez-Roldán, et al. (2014), Visual Journeys through Wordless Narratives: An International Inquiry with Immigrant Children and ‘The Arrival’: Bloomsbury Academic.
• Bruner, Jerome (1990), Acts of Meaning, Harvard University Press, 1990.
• Cohns, Dorrit (2000), The Distinction of Fiction, Baltimore: John Hopkins University Press.
• Carter, Ronald & Michael N. Long (1993), Teaching Literature, Longman.
• Colomer, Teresa, Bettina Kümmerling-Meibauer and Cecilia Silva-Díaz (2010), New Directions in Picturebook Research, eds., Routledge.
• Cookson, Paul (2000), The Works: Poems. Every kind of poem you will ever need for the Literacy Hour. Macmillan Children’s Books.
• Ellis, G & Brewster, J (2002), Tell it again! The New Storytelling Handbook for Primary Teachers, Pearson Education Limited.
• Ghosn, Irma-Kaarina (2013), Story-bridge to Second Language Literacy, Charlotte, Information Age Publishing.
• Maley, A. & A. Duff (2005), Drama Techniques: A Resource Book of communication activities for language teachers. Cambridge University Press.
• McGillis, Roderick., ed. (2000). Voices of the Other. Children’s literature and the postcolonial context, Garland Publishing.
• Morley, David (2007), The Cambridge Introduction to Creative Writing, Cambridge University Press.
• Pérez Valverde, Cristina (2001), “Writing for Children: Fantasy as Spiritual Allegory in C.S. Lewis and George MacDonald”, in Behind the Veil of Familiarity: C.S. Lewis (1888-1998), eds. M. Carretero & E. Hidalgo, Peter Lang, 273-284.
• Pérez Valverde, Cristina (2002), “Theatre in Education (TIE) in the context of educational drama”, Lenguaje y Textos, 20, 7-19.
• Pérez Valverde, Cristina (2008), “Discurso fantástico e inconsciente en la literatura infantil”, ed. Remedios Sánchez, Lecciones azules: Lengua, Literatura y Didáctica, Visor, 531-544.
• Pérez Valverde, Cristina (2009), “Magic women on the margins: from Mary Poppins to Ms Wiz”, Children’s Literature in Education, Vol. 40, 4, 263-274.
• Pérez Valverde, Cristina (2016), Towards and Ethics of Respons-ability: Exploring Dispossession and Renewal through Helen Ward and Marc Craste’s Multimodal Narratives, The International Journal of Diverse Identities, 16, 4, 25-35.
• Pérez Valverde, Cristina & Mauricio Aguilera (1999), Cuentos de la Edad de Oro. Cuentos Fantásticos de la Época Victoriana, Valdemar.
• Phillips, Sarah (1993), Young Learners, Oxford University Press. Rosenblatt, Louise (2005), Making Meaning with Texts: Selected Essays. Heinemann.
• Wright, Andrew (1995), Storytelling with children, Oxford University. Wright, Andrew and David S. Hill (2009), Writing Stories, Helbling.

Centre for Fictionality Studies (https://fictionality.au.dk/)

The Living handbook of narratology (http://www.lhn.uni-hamburg.de/node/138.html)

Your internet book club (https://mylittlereadingcorner.wordpress.com/)

Children's storybooks online (http://www.magickeys.com/books/)

• Written exam for theoretical contents: 50% (it is necessary to obtain a mark equal or above 5 in order to consider the qualification obtained in the practices)
• Evaluable practices: 50%
• Attendance to class is mandatory. In order to benefit from continuous assessment, students cannot exceed a 20% of course absence.

It consists of a second annual call for the subject. The evaluation criteria are the same as those set out in the single evaluation. The instruments and percentages are:

• Theoretical-practical written tests (100% of final mark).

• Theoretical-practical written exam about the programme contents (80%)
• Oral exam to demonstrate instrumental use of the language at B2 level and knowledge of subject contents (20%)
• In order to take the oral exam, students should have passed the written exam.
• In order to opt for this evaluation model, students must meet the necessary requirements, apply for it in time and term and obtain a favourable resolution (NCG71 / 2: Regulations for the evaluation and qualifications of students of the University of Granada).

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).