Critical thinking in a flash: a case study of an EFL university course

<em>Introduction</em><br />This paper presents the methodology used in an EFL university course within the Teacher- and Translator- training programmes at Universidad del Comahue to foster critical thinking of literary canons, themes and styles through the use of microfiction. From...

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Detalles Bibliográficos
Autores principales: Zinkgräf, Magdalena, Formiga, Paola
Otros Autores: Colombo, S.M. (ed.)
Formato: Text
Publicado: Universidad del Centro Educativo Latinoamericano 2011
Acceso en línea:https://bibliotecadelenguas.uncoma.edu.ar/items/show/148
https://bibliotecadelenguas.uncoma.edu.ar/files/original/5226ea8ff19fec589ddbf8320132c8a3.pdf
Aporte de:
Lenguas - Biblioteca Digital. Universidad Nacional del Comahue (UNCOMA) de Universidad Nacional del Comahue
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spelling I22-R137-1482024-02-21T11:19:30Z Critical thinking in a flash: a case study of an EFL university course Zinkgräf, Magdalena Formiga, Paola <em>Introduction</em><br />This paper presents the methodology used in an EFL university course within the Teacher- and Translator- training programmes at Universidad del Comahue to foster critical thinking of literary canons, themes and styles through the use of microfiction. From 2006 to 2008, on-line or printed micro-tales were used to prompt English V learners to experience the thrills of this singular literary genre and to reflect upon the impact it may have on their beliefs about literature, on their outlook on life and on the perceptions they have of their own selves. The “adventure”, whose aim was to give lear ners brief and authentic, un-reviewed raw material to be evaluated by them in the format of reviews, ended up providing both teachers and students with the chance to explore an array of contentious issues stemming from fragments of characters‟ lives. Each piece of microfiction meant a whole different story to each learner, and, therefore, yet another challenge to face in the course. Plunging into the genre implied the revision of the canons of what literature is supposed to be like, their beliefs of what a story is thought to present, and their expectations as to what the reader‟s task comprises. With each new narrative, highly controversial topics were raised, innovative perspectives on narrating were presented and multiple versions of the story were offered. Universidad del Centro Educativo Latinoamericano Universidad Nacional de Rosario Colombo, S.M. (ed.) 2011 Text ISBN 978-950-673-907-2 https://bibliotecadelenguas.uncoma.edu.ar/items/show/148 https://bibliotecadelenguas.uncoma.edu.ar/files/original/5226ea8ff19fec589ddbf8320132c8a3.pdf
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-137
collection Lenguas - Biblioteca Digital. Universidad Nacional del Comahue (UNCOMA)
description <em>Introduction</em><br />This paper presents the methodology used in an EFL university course within the Teacher- and Translator- training programmes at Universidad del Comahue to foster critical thinking of literary canons, themes and styles through the use of microfiction. From 2006 to 2008, on-line or printed micro-tales were used to prompt English V learners to experience the thrills of this singular literary genre and to reflect upon the impact it may have on their beliefs about literature, on their outlook on life and on the perceptions they have of their own selves. The “adventure”, whose aim was to give lear ners brief and authentic, un-reviewed raw material to be evaluated by them in the format of reviews, ended up providing both teachers and students with the chance to explore an array of contentious issues stemming from fragments of characters‟ lives. Each piece of microfiction meant a whole different story to each learner, and, therefore, yet another challenge to face in the course. Plunging into the genre implied the revision of the canons of what literature is supposed to be like, their beliefs of what a story is thought to present, and their expectations as to what the reader‟s task comprises. With each new narrative, highly controversial topics were raised, innovative perspectives on narrating were presented and multiple versions of the story were offered.
author2 Colombo, S.M. (ed.)
author_facet Colombo, S.M. (ed.)
Zinkgräf, Magdalena
Formiga, Paola
format Text
author Zinkgräf, Magdalena
Formiga, Paola
spellingShingle Zinkgräf, Magdalena
Formiga, Paola
Critical thinking in a flash: a case study of an EFL university course
author_sort Zinkgräf, Magdalena
title Critical thinking in a flash: a case study of an EFL university course
title_short Critical thinking in a flash: a case study of an EFL university course
title_full Critical thinking in a flash: a case study of an EFL university course
title_fullStr Critical thinking in a flash: a case study of an EFL university course
title_full_unstemmed Critical thinking in a flash: a case study of an EFL university course
title_sort critical thinking in a flash: a case study of an efl university course
publisher Universidad del Centro Educativo Latinoamericano
publishDate 2011
url https://bibliotecadelenguas.uncoma.edu.ar/items/show/148
https://bibliotecadelenguas.uncoma.edu.ar/files/original/5226ea8ff19fec589ddbf8320132c8a3.pdf
work_keys_str_mv AT zinkgrafmagdalena criticalthinkinginaflashacasestudyofanefluniversitycourse
AT formigapaola criticalthinkinginaflashacasestudyofanefluniversitycourse
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