Cover -- Table of Contents -- Introduction: Learning with Literature in the EFL Classroom ([Werner Delanoy] [Maria Eisenmann] [Frauke Matz]) -- 1 Volume Rationale -- 2 The Contributions in this Volume -- Bibliography -- Part 1: Theories of Literature Teaching -- Literature Teaching and Learning: Theory and Practice (Werner Delanoy) -- 1 Literature Teaching/Learning: A Theory for the Present -- 1.1 Literature Teaching/Learning: A Very Brief Historical Overview -- 1.2 Reader-Response Criticism (RRC) as a Starting Position -- 1.3 Why Literature Now? -- 2 A Practice-oriented Theory of Literature Teaching/Learning -- 2.1 Theme, Text(s) and Task(s) -- 2.2 "I", "We", Teacher(s) and Learner(s) -- 2.3 Context(s) -- 3 A Short Story Project -- 3.1 Evoking "A Family Supper" -- 3.2 Interpreting "A Family Supper" -- 3.3 Text Ensembles as "Didactic Texts" -- 3.4 Intertextuality as Discourse and Genre Mixing -- 4 Conclusion -- Bibliography -- Primary Literature -- Secondary Literature -- Literary Literacy and Intercultural Competence: Furthering Students' Knowledge, Skills and Attitudes (Laurenz Volkmann) -- 1 Literary Literacy and Competence Orientation -- 1.1 Seven Aspects of Competence Development via Literature -- 1.2 Four Levels of Intercultural Learning through Literature -- 2 Literature and/as Critical Incidents -- 2.1 The Iceberg Model -- 2.2 Intercultural Competence and Literary Competence -- 2.3 Literary Examples of Critical Incidents -- Bibliography -- Part 2: Literature Learning at Primary Level -- A Picture (Book) is Worth a Thousand Words: Picture Books in the EFL Primary Classroom (Margit Hempel) -- 1 The Potential of Storytelling with Picture Books -- 1.1 Choice of Appropriate Stories -- 1.2 Stories and Storytelling: Cognitive and Affective Development -- 2 Bottom-up and Top-down Processes.

3 Stories and Storytelling in the EFL Classroom - Methodology -- 3.1 Pre-storytelling Phase -- 3.1.1 While-storytelling Phase -- 3.1.2 Post-storytelling Phase -- 4 Examples for the Classroom -- 4.1 Where's Caterpillar? -- 4.1.1 Pre-storytelling Phase -- 4.1.2 While-storytelling Phase -- 4.1.3 Post-storytelling Phase -- 4.2 If You Give a Mouse a Cookie -- 4.2.1 Pre-storytelling Phase -- 4.2.2 While-storytelling Phase -- 4.2.3 Post-storytelling Phase -- 5 Conclusion -- Bibliography -- Performing Poems in the Primary School (Janice Bland) -- 1 Pleasurable Repetition Characterises the Early Language of Childhood and Children's Literature -- 1.1 Protoconversations -- 1.2 Pattern-Matching Neural Processing -- 2 Play, Performance and Storyworlds -- 2.1 Transmitting Cultural Knowledge with Poems -- 2.2 From Anarchy to Empathy -- 2.3 Practice Makes Perfect -- 3 Grammatical Categories Acquired as a Template for the Future -- Bibliography -- Part 3: Literature Learning at Intermediate Level -- Poetry in the Intermediate EFL Classroom (Carsten Albers) -- 1 Teaching Aims and Learning Objectives -- 2 Practical Examples and Methodology -- 2.1 Carl Sandburg, "Fog" (1916) -- 2.2 Shel Silverstein, "Forgotten Language" (1974) -- 2.3 Robert Frost, "Stopping by Woods on a Snowy Evening" (1923) -- 3 Concluding Remarks -- 4 Further Texts -- Bibliography -- Teaching Young Adult Fiction ([Frauke Matz] [Anne Stieger]) -- 1 Defining Young Adult Fiction -- 2 Reasons for Teaching YA Fiction in the EFL Classroom -- 2.1 Reflection and Personal Development -- 2.2 Changing Perspective, Empathy, Intercultural and Transcultural Competences -- 2.3 Student Motivation through Authenticity -- 3 Being Spoilt for Choice: Choosing Suitable Texts -- 3.1 Teachers as Readers -- 3.2 Students' Age, Language Level and Curricular Requirements -- 3.3 Which YA Fiction not to Choose.

3.4 Criteria for Choosing YA Fiction -- 4 Teaching YA Fiction in the EFL Classroom -- 4.1 Providing Scaffolding to Support the Learning Process -- 4.2 Involving Learners: Learner-centred Tasks and Action-oriented and Product-orientated Approaches -- 5 Conclusion -- Bibliography -- Websites (all last accessed August 2014) -- Playful Learning with Short Plays (Carola Surkamp) -- 1 Plays as Scripts -- 2 Fostering Competence through the Use of Dramatic Texts and Methods -- 3 Suggestions for the classroom -- 3.1 Before Acting -- 3.2 Sensitising for Non-Verbal Communication with 'The Three Billy Goats Gruff' in Year 5 -- 3.3 Character Constellation and Change of Perspective with 'The Wonderful Smells' in Year 6 -- 3.4 Aesthetic Learning with 'Top Of The Mops' in Year 8 -- 3.5 After Acting -- 4 Concluding Remarks -- Bibliography -- Part 4: Literature Learning at Higher Level -- Teaching Narrative Competence: American Short Stories in the EFL Classroom (Peter Freese) -- 1 Analytical and Creative Approaches -- 2 Story Sequences -- 3 Bernard Malamud, "The Magic Barrel" -- 4 Outlook -- Bibliography -- Why Read a Shakespeare Play in Class? (Rüdiger Ahrens) -- 1 Many Reasons Why … -- 2 The Tudor World -- 3 Shakespeare's English -- 4 The Elizabethan Stage -- 5 Shakespeare's Life and Works -- 6 Conclusion -- 7 The Complete Works of William Shakespeare -- Bibliography -- The American Dream: New Approaches to an Old Topic (Peter Freese) -- 1 The Concept of the American Dream -- 2 Homeownership and the American Dream -- 3 The Commodified Dream -- 4 The American Dream in Pop Music -- 5 Ethnic American Dreams -- 6 The Ingredients of the Dream -- 7 Outlook -- Bibliography -- Crossovers - Postcolonial Literature and Transcultural Learning (Maria Eisenmann) -- 1 Postcolonial Studies and Postcolonial Literatures -- 2 Writing Back.

3 Teaching the New English Cultures and Literatures -- 3.1 Globalisation, Transculturality, and Cultural Hybridity -- 3.2 Integrative Model for Cultural Studies -- 4 Why Postcolonial Literatures in the EFL Classroom? -- 5 An Example for Teaching Postcolonial Literature -- 6 Conclusion -- 7 Further Readings -- Bibliography -- Primary Literature -- Secondary Literature -- Opportunities and Challenges for Transcultural Learning and Global Education via Literature (Laurenz Volkmann) -- 1 Global Issues and Literature -- 2 Teaching/Learning Goals and Competences -- 3 Insights and Issues -- 4 Texts -- 5 Tasks -- Bibliography -- Primary Literature -- Secondary Literature -- Alternative Worlds - Alternative Texts: Teaching (Young Adult) Dystopian Novels (Frauke Matz) -- 1 Dystopian Fiction in the EFL Classroom - a Brief Overview -- 1.1 Promoting Political Awareness and Fostering Trans- and Intercultural Competences -- 1.2 A Brief Historical Overview of Dystopias Outside and Inside the EFL Classroom -- 2 Teaching Dystopian Fiction in the 21st Century -- 2.1 Dystopian Fiction and Global Matters -- 2.2 Dystopian Fiction and Ecodidactics -- 3 Arguing a Case for Young Adult Dystopian Novels -- 3.1 Fluid Modern Times and a Changed Teenage Bildungsroman -- 3.2 Glimpses of Hope as Starting Points -- 3.3 Choosing Suitable Texts as Class Readers -- Conclusion -- Bibliography -- Primary Literature -- Secondary Literature -- Part 5: New Approaches and Future Perspectives for Literature Learning -- Teaching Multimodal Novels (Wolfgang Hallet) -- 1 Multimodality and the Novel -- 2 Affordances of Semiotic Modes in the Multimodal Youth Novel -- 2.1 Cartoons and Drawings in The Absolutely True Diary of a Part-time Indian -- 2.2 Film and Video in Monster and Extremely Loud & Incredibly Close -- 2.3 Mapping in The Selected Works of T.S. Spivet -- 3 Multiliterate Reading.

Bibliography -- Primary Literature -- Secondary Literature -- Narrating the 'Truth': Using Autographics in the EFL Classroom (Christian Ludwig) -- 1 Introduction -- 2 Verbal Autobiographies and Autographics -- 3 Mary M. Talbot's Dotter of her Father's Eyes -- 4 Comics in Language Learning - Raison d'être of a Medium -- 4.1 Language -- 4.2 Intercultural Communicative Competence -- 4.3 Gender -- 4.4 Multiliteracy -- 5 Conclusion -- Bibliography -- Primary Literature -- Secondary Literature -- Web Sources (all last accessed August 2014) -- Performative Approaches and Innovative Methods ([Nancy Grimm] [Julia Hammer]) -- 1 Why We Need Literature -- 2 What We Teach Literature for -- 3 How We Can Teach Literature in the EFL Classroom -- 4 Performance, Creativity, and Innovation Make a Difference -- 5 Let's Talk About School Practice -- 6 Introduction to the Topic: Growing up Native American -- 6.1 Pre-reading Tasks -- 6.1.1 Pre-reading Task 1: Predicting What the Text is About -- 6.1.2 Pre-reading Task 2: Building up Background Knowledge -- 6.2 While-reading Tasks -- 6.2.1 While-reading Task 1: Drawing/Working with Graphics -- 6.2.2 While-reading Task 2: Pantomime -- 6.2.3 While-reading Task 3: Role-playing -- 6.2.4 While-reading Task 4: Simulation -- 6.3 Post-reading Tasks -- 6.3.1 Literature Blogs -- 6.3.2 Digital Storytelling with GoAnimate -- 6.3.3 Book Trailers with MovieMaker -- 6.3.4 Writing Assignments with Titanpad -- 7 Conclusion -- Bibliography -- Primary Literature -- Secondary Literature -- Approaches to Plurilingual Literature Teaching in the EFL Classroom (Gabriele Blell) -- 1 Topic Relevance and Fundamentals -- 1.1 Multilingualism as a Cultural Resource for the EFL Classroom -- 1.2 Multiculturalism as a Resource for the EFL Classroom -- 1.3 Plurilingual Literature -- 2 Aims and Literacies of Plurilingual Literature Teaching.

2.1 Reasons for Plurilingual Literature Teaching.