Christiane Lütge – författare

Foreign Language Learning in the Digital Age addresses the growing significance of diversifying media in contemporary society and expands on current discourses that have formulated media and a multitude of literacies as integral objectives in 21st-century education.

The book engages with epistemological and critical foundations of multiliteracies and related pedagogies for foreign language-learning contexts. It includes a discussion of how multimodal and digital media impact meaning-making practices in learning, the inherent potentials and challenges that are foregrounded in the use of multimodal and digital media and the contribution that (foreign) language education can provide in developing multiliteracies.

The volume additionally addresses foreign language education across the formal educational spectrum: from primary education to adult and teacher education. This multifaceted volume presents the scope of media and literacies for foreign language education in the digital age and examples of best practice for working with media in formal language learning contexts.

This book will be of great interest to academics, researchers, and post-graduate students in the fields of language teaching and learning, digital education, media education, applied linguistics and TESOL.

Foreign Language Learning in the Digital Age addresses the growing significance of diversifying media in contemporary society and expands on current discourses that have formulated media and a multitude of literacies as integral objectives in 21st-century education.

The book engages with epistemological and critical foundations of multiliteracies and related pedagogies for foreign language-learning contexts. It includes a discussion of how multimodal and digital media impact meaning-making practices in learning, the inherent potentials and challenges that are foregrounded in the use of multimodal and digital media and the contribution that (foreign) language education can provide in developing multiliteracies.

The volume additionally addresses foreign language education across the formal educational spectrum: from primary education to adult and teacher education. This multifaceted volume presents the scope of media and literacies for foreign language education in the digital age and examples of best practice for working with media in formal language learning contexts.

This book will be of great interest to academics, researchers, and post-graduate students in the fields of language teaching and learning, digital education, media education, applied linguistics and TESOL.

This edited collection brings together experts from various disciplines to engage critically with diversity theory, diversity politics, and their practical application. Accordingly, the volume provides a provocative discursive space, where the key theoretical as well as practical problems of diversity in business, institutions and culture can speak to each other and can be assessed. The aim is to bridge the gap between two relatively distinct discourses: the discourse on practical applications of diversity concepts and the discourse on theoretical approaches to diversity. This selection of articles delivers the first step towards achieving this goal. Approaching diversity from a business perspective, the chapters discuss its ramifications on democratic institutions and theory, as well as point to its relevance in didactic and educational settings.

This volume deals with the central issues of literary didactics and addresses important topics and concepts. Unlike other pertinent monographies and edited volumes, it aims to provide an introduction to the issues of literary didactics across philological disciplines. It starts by tracing selected historic developments, looking both at the history of classical literary tuition, and English and German literary didactics. The central questions take up fields of literary didactic activity and use selected examples to outline objects of literary inquiry and literary concepts. Ultimately, the volume uses its focus on interdisciplinary concepts and larger-scale discourses to carry out a classification within a larger frame of reference.

This volume deals with the central issues of literary didactics and addresses important topics and concepts. Unlike other pertinent monographies and edited volumes, it aims to provide an introduction to the issues of literary didactics across philological disciplines. It starts by tracing selected historic developments, looking both at the history of classical literary tuition, and English and German literary didactics. The central questions take up fields of literary didactic activity and use selected examples to outline objects of literary inquiry and literary concepts. Ultimately, the volume uses its focus on interdisciplinary concepts and larger-scale discourses to carry out a classification within a larger frame of reference.