Fanfiction for Language & Literature TeachingShannon Sauro
Workshop held at the 2019 National Forum for English Studies at Malmö University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary
Fanfiction for Language & Literature TeachingShannon Sauro
Workshop held at the 2019 National Forum for English Studies at Malmö University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary
Thanks for taking a look at my resource. This resource is a 69 page, 24,000+ word guide to the A-Level Film studies film BLADE RUNNER.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of Ridley Scott, sci-fi, auteur cinema, American New Wave cinema, a thorough exploration of ideology, details on the aesthetics of the Cyber Punk movement, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high-quality PDF, ready for printing or sharing immediately.
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...HetalPathak10
This PPT is based on M.A. Semester 4 Presentation on African Literature, Presented at the Department of English, MKBU. The topic of this Presentation is Satirical Depths : A study of Gabriel Okara's Poem 'You Laughed and Laughed and Laughed'
There and Back Again: Tales of Fanfiction from the English ClassroomShannon Sauro
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
Thanks for taking a look at my resource. This resource is a 69 page, 24,000+ word guide to the A-Level Film studies film BLADE RUNNER.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of Ridley Scott, sci-fi, auteur cinema, American New Wave cinema, a thorough exploration of ideology, details on the aesthetics of the Cyber Punk movement, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high-quality PDF, ready for printing or sharing immediately.
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...HetalPathak10
This PPT is based on M.A. Semester 4 Presentation on African Literature, Presented at the Department of English, MKBU. The topic of this Presentation is Satirical Depths : A study of Gabriel Okara's Poem 'You Laughed and Laughed and Laughed'
There and Back Again: Tales of Fanfiction from the English ClassroomShannon Sauro
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
The Quality of Writing in Blog-Based Fanfiction for Language LearningShannon Sauro
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
Student Perspectives on Intercultural Learning from an Online Teacher Educati...Shannon Sauro
This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.).
An introduction to fanfiction and its usage as a remix technique
Presentation for This is the Remix, Spring 2015 - for correct transcript, please see my blog post: http://teletechnophiliac.com/blog/2015/4/fanfiction-as-a-remix-techniquehtml
Fan Fiction and Fan Practices: Integrating the Digital Wilds and the Language...Shannon Sauro
Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie’s plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Leppänen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
A Study in Sherlock: Bridging the Digital Wilds & the Language ClassroomShannon Sauro
This reflective practice presentation builds on prior work that has looked at the use of fandom tasks (Sauro, 2014) for language learning. Such tasks include those that focus on fanfiction, defined by Jamison (2013) as "writing that continues, interrupts, reimagines, or just riffs on stories and characters other people have already written about" (p. 17). Initial investigation of fanfiction in the advanced English classroom has shown that collaborative fanfiction tasks that makes use of blog-based role-play to tell a missing moment from a story can be useful in bridging both language and literary learning (Sauro & Sundmark, in press 2016). However, although such tasks borrow from digital and linguistic practices found in online fan communities, the resulting stories do not fully reflect the linguistic or literary norms of the fanfiction in the digital wilds. This was a concern for language learners whose interest in publishing their online fanfiction was to communicate with online fans and fan communities.
The means of addressing this may lie in better integrating fan practices and fan voices in the tasks themselves and in actual classroom practice. This presentation, therefore, explores the revision and implementation of collaborative fanfiction tasks and instructions that do just that.
Building on previous blog-based fanfiction projects, the current project, A Study in Sherlock, was carried out as part of a course for students in the teacher education program at a Swedish university who were specializing in teaching English at the secondary school level. Students self-organized into small groups of 4-6 to write and publish online a collaborative mystery inspired by a Sherlock Holmes story. As part of their preparation, students were guided in the reading of several Sherlock Holmes mysteries, but were also required to read Sherlock Holmes fanfiction that had been identified by online fans as representative of the tropes and specific fan genres found in this type of fan writing. In addition, online several fanfiction writers were contacted to share writing activities they used when helping other novice fanfiction writers and these were incorporated into class instruction. Once completed, these stories were shared with online Sherlock Holmes fan communities.
Analysis of the language, content, and formatting of the 16 completed online stories as well as the reaction of fans, in particular to the six stories that were published to online fanfiction archives, revealed advantages for integrating fan practices into task design and teaching to support greater mastery of fanfiction genres in a manner more likely to reach (fan) readers and thereby link the digital wilds with the language classroom.
Keynote talk for EUROCALL 2017 (August 25, 2017) at the University of Southampton.
We live in a time of change that requires flexible and creative approaches to the socio-political mandates and constraints imposed upon our teaching and scholarship. While CALL provides us with technology-mediated solutions to some of the challenges that stem from recent political developments (e.g. subverting limitations to academic freedom imposed by national travel bans; see Oskoz & Smith, 2017), technology itself poses other challenges, including threats to personal dignity, privacy, individual agency, and democratic digital citizenship (European Data Protection Supervisor, 2015). In this talk I argue that we look to fandom for inspiration and motivation in responding to the socio-political challenges facing us in this time of change.
Fan fiction Tasks in the Advanced Language ClassroomShannon Sauro
This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
Spoiler Alert! The Digital Literacy Development & Online Language Learning o...Shannon Sauro
This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.
“I know I have those tools because of fandom”: The digital literacy developm...Shannon Sauro
This paper reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who participated in fan communities on Twitter and Tumblr for the purpose of spoiling, a fan practice defined as the discovery and sharing of plot elements. Presented at EPAL, 7 June 2018, Grenoble, France.
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Storytelling in the Foreign Language ClassroomShannon Sauro
Slides for the keynote talk on 26 November 2020 as part of the 3rd International Symposium on Research in Foreign Language Teaching, hosted by the Universidad Surcolombiana (Neiva, Huila) and the Universidad del Tolima (Ibague, Tolima).
Supporting Langua-technocultural Competence through Virtual ExchangeShannon Sauro
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
FanTALES: A Needs Analysis for Multilingual Digital Storytelling Tasks in 21s...Shannon Sauro
Presented May 19, 2017 at the CALICO Conference in Flagstaff, Arizona, USA
Shannon Sauro
Frederik Cornillie
Judith Buendgens-Kosten
This study reports on the findings of a needs analysis, carried out within the context of the FanTALES project, which explores whether multilingual digital story-telling inspired by fanfiction and gaming can meet the linguistic, digital, and intercultural learning needs and goals of secondary school learners in three European contexts (Sweden, Flanders, and Germany). Findings, relevant for teachers and instructional designers, hold implications for the development of guidelines for the design multilingual digital storytelling tasks to foster advanced language and literary learning, digital skill development, and intercultural competence among these learner populations.
“I’m going to get online and I’m going to talk to people and learn English”: ...Shannon Sauro
This presentations reports on a case study of the informal L2 language and digital literacy development of an adult fan.
The focal participant for this case study, Steevee, is a female fan in her early 30s originally from a small city in eastern Germany who first entered online media fandom six years prior with the goal of developing her English in order to live and work in London. Data analyzed include semi-structured interviews, email correspondence, and analysis of Steevee’s fan-based social media accounts on Tumblr and Twitter.
Findings reveal how Steevee’s heavy involvement in the fan practice of spoiling, defined as the discovery and sharing of plot elements (Duffet, 2013), during filming of the television series Sherlock facilitated Steevee’s English and digital literacy development for the purpose of living an working in an English-speaking context. This study, therefore, documents the process through which an adult L2 English user makes use of popular culture, technology, and online media fandom to engage in informal language learning.
Innovations in Teaching? A Critical Look At A Three-Country Teacher Education...Shannon Sauro
In this presentation we (Sauro, Spector Cohen & O'Dowd) examine a three-country teacher education partnership, designed to English teachers to innovative uses of technology, using the following four points introduced by O'Dowd's in his 2015 keynote at Eurocall: (1) the effectiveness of this partnership for contributing to the goals of (foreign) language education, (2) the degree to which this partnership sufficiently addressed the needs and challenges of twenty-first century educators, (3) what future research directions could be drawn from this experience, and (4) how telecollaborative initiatives outside of CALL could be used to inspire or enhance future similar exchanges.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1.4 modern child centered education - mahatma gandhi-2.pptx
Fanfiction and Language Learning
1. FANFICTION AND LANGUAGE LEARNING
Shannon Sauro
Malmö University
http://www.ssauro.info/lessons-from-the-fandom/
2. 1. Do you know how your pupils
use English for fun (outside of
school)? Does this help them
develop their English in some
way?
2. What are your pupils fans of?
What are you a fan of?
3. Have you ever read or written
fanfiction?
3. “…’fan’ is actually a much wider social category, referring to a mode
of participation with a long history in a variety of cultural activities,
including literature, sports, theater, film, and television.”
(Cavicci, 1998 p. 3)
4. “A fan is a person with a relatively deep positive emotional conviction
about someone or something famous...”
(Duffet, 2013, p. 18)
5. Online Fandom
“the local and international networks of fans that develop around
a particular program, text or other media product” (Sauro, 2014,
p. 239)
7. Fanfiction and Language Learning
• Case studies of teen learners’ use of fanfiction in anime fandoms to
transition from novice writer in English to successful writer (Black, 2006)
• Bilingual fanfiction writing practices of young Finnish fans of American
television shows to index multilingualism and global citizenship (Lepännen,
et al, 2009)
• Youth writing of self-insert fanfiction to confront and examine social issues
in their local context (Lepännen, 2008)
10. Inspiration for task and
technology and model from
the Harry Potter role play fanfic
community, Darkness Rising, on
LiveJournal.
• Communal Blog
• Individual players/writers
participated using blogs made
for their character
• Stories begin with a prompt or
background in a post.
• The story evolves in nested
comments
(Sauro, 2014)
11. A collaborative story of a missing moment from Tolkien’s
The Hobbit:
Task 1: Story outline and map
Task 2: Collaborative roleplay fanfiction - each group member to
write from the perspective of one character from The Hobbit
Task 3: Reflective paper
Detailed instructions available as a PDF here.
12. “this writing activity has
influenced my language
skills…. During this project I
have been able to expand
my repertoar [sic] of
English words which are
not so commonly used in
everyday English anymore.”
(Student 14, Cohort 2013)
13. “[a]fter a short
while, the writing
became very fluent
and I did not have to
think too hard
before writing”
(Student 40, Cohort 2013)
14. It is lying still, yet it spins around
It tries to move but its body is bound
All because of the precious it stole
Fool us again and they eats it whole.
(from The Mirkwood Mysteries)
15. “…I would choose another book. I
felt it unfair to work with The
Hobbit on such a project since a
big part was to connect with a
character from the book and write
from that perspective. To choose a
book with absolutely no women at
all made me not wanting to take
neither Tolkien nor this
assignment to heart.”
(Nonfan, Cohort 2014)
16. “…fanfics that get really popular, they
kind of answer to some kind of
fantasy that people have about the
characters. Or something they really
want to explore or they create an
alternate universe … We didn’t have
anything like that, really. I mean, I
think ours was very, kind of, very
much like the book it a way, so
maybe it wasn’t as exciting as some
other fanfiction because it wasn’t
innovating in that way…”
B, Dream Team Interview
(Sauro & Sundmark, 2016)
18. Casefic
Collaborative mystery writing
1. Retell a Sherlock Holmes
mystery or tell an original
mystery but in an alternate
universe.
2. Tell an original Sherlock
Holmes mystery in the
original context (Victorian
London) OR an alternate
universe.
Instructions available in PDF here
21. Example Fanfic Readings
The Beleaguered Red-Head by moonblossom - Retelling of The Red-
Headed League in the BBC Sherlock Universe
The Adventure of the Bridegroom’s Photograph by spacemutineer
Original casefic based on a real life mystery – ACD Holmes
The Vast Profundity Obscure by mistyzeo - Original casefic - ACD
Holmes/His Dark Materials fusion
25. “…my interest in Doyle and the
Sherlock Holmes world is still at
an intermediate level…. On the
other hand, my knowledge of
the Scooby Doo universe is far
greater and I could enter that
verse much easier than the
universe of Sherlock Holmes. As
a child I loved the characters of
the Mystery Gang and therefore
I really enjoyed this task.”
(Student 18, Cohort 2015)
26. “…instead of saying “he said”, we and Doyle instead used “said he”. Second, we
and Doyle often, from Watson’s perspective, referred to Sherlock Holmes as “my
colleague”, and from Sherlock’s perspective referring to Watson as “my friend”.
Doyle’s Sherlock Holmes often said “pray” instead of “please”, and “I fancy”
instead of “I believe”, which we also used in our fanfiction. “
(Student 16, Cohort 2015)
27. “First off, I am highly Americanized in
my English use, and I blame
Hollywood. It has been a welcomed
challenge to write in British. My
biggest inspiration has once again
been the BBC show.…I truly enjoyed
using the word ‘foggiest’ in a text,
and it is now a part of my vocabulary.
My American is being invaded, ‘the
British are coming!’”
(Student 54)
29. Workshop
In this workshop, you will work in small
groups on one of two options:
1. Fanfiction
2. Threaded Games
Both will require you to go online.
As you explore the fansites listed, take
notes on the accompanying handout
and prepare to present your findings
and ideas to the rest of the class.
30. References
Black, R.W. (2006). Language, culture, and identity in online fanfiction. E-learning, 3, 180–184.
Cavicci, D. (1998). Tramps like us: Music and meaning among Springsteen fans. Oxford: Oxford University Press.
Duffett, M. (2013). Understanding fandom: An introduction to the study of media fan culture. New York/London:
Bloomsbury.
Jamison, A. (2013). ‘Why Fic?’ in A. Jamison (ed.). Fic: Why fanfiction is taking over the world. Dallas, TX: Smart Pop
Books.
Lepännen, S. (2008). Cybergirls in trouble? Fan fiction as a discursive space for interrogating gender and sexuality. In
C.R. Caldas-Coulthard and R. Iedema (Eds.). Identity trouble: Critical discourse and contested identities, (pp. 156-179).
Houdsmills, UK: Pallgrave Macmillan.
Lepännen, S., Pitkänen-Huhta, A., Piirainen-Marsch, A., Nikula, T., & Peuronen, S. (2009). Young people’s translocal
new media uses: A multiperspective analysis of language choice and hetero-glossia. Journal of Computer-Mediated
Communication, 14, 1080–1107.
Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey.
Language Teaching 41(4), 465-496.
Sauro, S. (2014). Lessons from the fandom: Task models for technology-enhanced language learning. In M. González-
Lloret & L. Ortega (Eds). Technology-mediated TBLT: Researching technology and tasks, (pp. 239-262).
Amsterdam/Philadelphia: John Benjamins.
Sauro, S., & Sundmark, B. (2016,) Report from Middle Earth: Fanfiction tasks in the EFL classroom. ELT Journal, 70(4),
414-423 . doi: 10.1093/elt/ccv075
@shansauro | ssauro.info| shannon.sauro@mah.se
Editor's Notes
In their reflective papers, the majority of students identified ways in which the collaborative fanfiction task enhanced their language learning at the lexical level. In particular, several pointed out that mimicking the language of The Hobbit required them to understand and use words that were more old-fashioned or formal than they were used to using: As one student wrote “this writing activity has influenced my language skills…. During this project I have been able to expand my repertoar [sic] of English words which are not so commonly used in everyday English anymore” (Student 14).
Lexical development was identified by a range of students including those who identified as more proficient in English and found that imitating the writing style in The Hobbit allowed them to expand their vocabulary particularly with respect to adjectives and adverbs, which they found characteristic of Tolkien’s writing.