Exploring the Culture Dimension of Content and Language Integrated Learning through Literature: How L2 readers approach the cultural content of literary narrative texts.

PORTO, MELINA Y BARBONI, SILVANA

Santiago del Estero

Conferencia; XXXIII F.A.A.P.I. CONFERENCE. USING THE LANGUAGE TO LEARN AND LEARNING TO USE THE LANGUAGE: WHAT'S NEXT IN LATIN AMERICA?; 2008

FAAPI y British Council

?Exploring the Culture Dimension of Content and Language Integrated Learning through Literature: How L2 readers approach the cultural content of literary narrative texts.?  En co-autoría con Silvana Barboni. En Fernández, Daniel et al. (Eds). USING THE LANGUAGE TO LEARN AND LEARNING TO USE THE LANGUAGE. 2008. Santiago del estero: Continuos para British Council. ISBN: 978-987-24550-0-2 (pp. 115-122). Páginas totales: 360. También en CD.  This paper reports part of the results of a research project carried out in the Chair English Language II at the National University of La Plata in the framework of the National Program of Teacher-Researchers sponsored by the National Ministry of Science and Technology of Argentina. This study addressed the Culture Dimension of Content and Language Integrated Learning through Literature. In spite of the increasing popularity of cultural issues in L2 reading among researchers, there exists no solid systematization to aid in the description of the different kinds of approach of the cultural content of literary narrative texts in L2 language classrooms. This study aimed to address this limitation by designing a model which could be used in this description. This paper reports part of the results of a research project carried out in the Chair English Language II at the National University of La Plata in the framework of the National Program of Teacher-Researchers sponsored by the National Ministry of Science and Technology of Argentina. This study addressed the Culture Dimension of Content and Language Integrated Learning through Literature. In spite of the increasing popularity of cultural issues in L2 reading among researchers, there exists no solid systematization to aid in the description of the different kinds of approach of the cultural content of literary narrative texts in L2 language classrooms. This study aimed to address this limitation by designing a model which could be used in this description.