PS240 - Are we actually (mis)using literature in the classroom?

  • Ciclo: 2020
  • Nivel: Primary / Secondary
  • Idioma: Inglés
  • Estado: Terminado
  • Lugar: ESSARP
  • Capacitador/es: Susana Fiordalizzi, María Cecilia Pena Koessler

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Centros de Examen ARS 1200.00

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Sesiones Fechas Inicia Termina
1 17 Feb 2020 09:30 AM 12:30 PM


Susana Fiordalizzi

Graduate teacher of English from I.N.S.P. en Lenguas Vivas "J. R. Fernández". She did a posgraduate course in English Nineteenth & Twentieth Century Literature at I.E.S. en Lenguas Vivas "J. R. Fernández". She holds an MA degree in Literary Linguistics with the University of Nottingham. She has taught English Literature at IB level. She is currently tenured teacher of Children's Literature at I.E.S. "J. V. González". She has been teaching English Language courses for adolescents and young adults for over twenty years.

María Cecilia Pena Koessler

Graduate Teacher of English at Primary level and at Secondary level from I.E.S en Lenguas Vivas "J. R. Fernández". Postgraduate course in Medieval and Renaissance Literature at I.E.S en Lenguas Vivas "J.R. Fernández". MA in Literary Linguistics (University of Nottingham). She teaches Literature I and Children's Literature at J.V.González and I.E.S. en Lenguas Vivas Teacher Training Colleges and IGCSE and IB literature at secondary schools.


Primary School and Lower Secondary School Language and Literature Teachers, working towards the training of future candidates of IGCSE, AS or other international exams


- To aid teachers in the process of selection of literary texts for the Language/Literature class
- To develop a more sensitive/artistic approach to literary texts being used in the classroom.
- To provide teachers with innovative teaching strategies that will allow them to make the most of the novels / poetry /
picturebooks / comics used in the Language/Literature class.
- To acquaint teachers with new materials which might be both engaging for students to read and solid preparation for later set exams.


As the texts suggested will be varied in both genre and length, participants will be provided with a handout with relevant extracts of longer texts / poems, so as to be able to appreciate linguistic and stylistic features.



The session will be organized in terms of a workshop for participants to enrich their understanding of the texts with contributions from the group. The participants will discuss the target audience for the text, points of entry, textual intervention strategies and intertextual links which can be established with other verbal or visual texts.


- Benton, Michael. Secondary Worlds. Buckingham: O.U.P., 1992.
- Lazar, Gillian. Literature and Language Teaching: A guide for Teachers and Trainers.
Glasgow: C.U.P., 1993.
- Hall, Geoff. Literature in Language Education. Hampshire: Palgrave Macmillan, 2005.
- Barone, Diane. Children’s Literature in the Classroom: Engaging Lifelong Readers. New York: The Guilford Press, 2011.
- McRae, John. Literature with a small ‘l’. Hong Kong: Macmillan, 1991.
- Falconer, Rachel. The Crossover Novel: Contemporary Children’s Literature and its Adult Readership. New York: Routledge, 2009.
- Vischer Bruns, Cristina. Why Literature? The Value of Literary Reading and What It Means for Teaching. New York: The Continuum International Publishing Group, 2011.
- Nuttall, Christine. Teaching Reading Skills in a Foreign Language, Oxford, Macmillan
Heinemann, 1982/1996.
-Matulka, Denise. A Picture Book Primer: Understanding and Using Picture Books. Westport: Libraries Unlimited, 2008.
-Saraceni. Mario. The Language of Comics. London: Routledge, 2003.

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