Intercultural Communication Education


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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

DOI: 10.29140/ice.v5n3.669
Open Access

The role of literature in intercultural language education

Melina Porto https://orcid.org/0000-0002-9159-171X, Michalinos Zembylas https://orcid.org/0000-0001-6896-7347

– In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom.


Author(s)

,

Paper type

Special Issue: Reimagining the Role of Literature in Intercultural Language Education

Pages

86-104

DOI

https://doi.org/10.29140/ice.v5n1.669

Year



Abstract

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

Suggested citation

Melina Porto, Michalinos Zembylas. (2022). The role of literature in intercultural language education. Intercultural Communication Education, 5(3), 86–104. https://doi.org/10.29140/ice.v5n1.669

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