Publication Date
3-1-2021
Abstract
This paper describes one approach to focusing on Connections, one of the five Cs from the World Readiness Standards for Learning Languages, as a means of exposing introductory language students to culturally diverse authentic texts through drama-based pedagogy. Our approach focuses on an instructor working within an established departmental curriculum for introductory language courses. Despite these constraints, the instructor was able to create a two-day instructional sequence that allowed students to interact with each other through their engagement with the work of the Francophone playwright Charles Moravia (1875-1938). The activity sequence was embedded in the grammar and vocabulary presented in the assigned textbook chapter, aligned with the communicative goals for the unit, and also integrated the graduate student instructor’s own doctoral research interests in a way that was energizing for instructor and students alike. The authors demonstrate the viability of expanding a given syllabus to offer novice language students a more culturally diverse range of authentic texts, including a range of genres, all while consistently serving the needs of a proficiency-based classroom.
Recommended Citation
Abell, Jacob and Johnson, Stacey Margarita
(2021)
"Connections: Exploring Charles Moravia’s Le fils du tapissier: épisode de la vie de Molière in the Introductory French Language Classroom,"
Dimensions: Vol. 56, Article 4.
Available at:
https://digitalcommons.kennesaw.edu/dimensions/vol56/iss1/4