Jewish texts from the Holocaust: A didactic proposal for intercultural EFL teacher training
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".