Jewish texts from the Holocaust: A didactic proposal for intercultural EFL teacher training
Notice bibliographique
Résumé
The present study discusses in general and specific terms the importance of\nteaching culture in class and proposes a specific example of doing so focusing on\nJewish culture. Firstly, a review of cultural aspects such as multiculturalism,\ninterculturality, otherness and identity is presentedand the importance of such aspects\nfor education and, as a consequence, for teacher trainingis explained. Once such\nconcepts and the connection between them and our current education system have been\nexplained, the study focuses on the means by which such connection can be put into\npractice by teachers. Based onthe power of fictional resources as a useful tool, the\npresent work delves into the role of multicultural fiction in the didactics of foreign\nlanguage and literature. First, the importance of this kind of fictional works is shown.\nSubsequently,several fictional resources are analysed. These resources are literature,\ncinema, music and drama. In order to support their positiveeffectsin class, some real\nexperiences carried out by teachers are presented. The second main part of the study\nfocuses on the Jewish question by explainingthe conflict between Jewish memory and\nhistory. In addition, the widely known concepts of diaspora and antisemitism are\nexplored as well as the possible reasons that led to the Jews as the nation\nbeingstigmatised. As it could not be otherwise, theholocaust also plays a part in the\npresent study. The main areas of analysis will be the different representations that have\nbeen made of it, the responses obtained on behalf of the European and American\ncontexts and the heart-breaking story of the most underserved victims: children. Once\nthese general aspects of Jewish history are analysed, the study continues withexamples\nof Jewish fiction and the controversial depiction of Jews in literature in particular and\nfiction in general. Since the main aim of this work is to present a didactic proposal for\nthe teaching of culture, the third partpresents the criteria for the selection of texts which\nhave been used as a guide when choosing the fictional works which constitute the basis\nof the proposal. The last part of the study is the design of a didactic proposal to work\nwith pre-service teachers based on Jewish fiction. To this end, variousfictional works of\nliterature, cinema and photography are analysed in terms of several indicators of\nlinguistic, conceptual and cultural analysis. After that, a precise proposal for some of\nthem will be presented in order to make a contribution to the current necessity of\ntraining teachers in multicultural aspects so that they, in turn, are able to form culturally\ncompetent citizens.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».