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Pop Culture in Language Education : Theory, Research, Practice.

By: Contributor(s): Material type: TextTextSeries: Routledge Research in Language Education SeriesPublisher: Oxford : Taylor & Francis Group, 2020Copyright date: ©2021Edition: 1st edDescription: 1 online resource (305 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781000283372
Subject(s): Genre/Form: Additional physical formats: Print version:: Pop Culture in Language EducationDDC classification:
  • 407.1
LOC classification:
  • P53.8 .P67 2021
Online resources:
Contents:
Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Illustrations -- Contributors -- Acknowledgements -- Introduction -- 1 Learning languages through pop culture/learning about pop culture through language education -- Abstract -- 1. Introduction -- 1.1 What is "pop"? What is "pop culture"? -- 1.2 Overview -- 2. Rationales for using pop culture -- 2.1 Psychology of learning and motivation -- 2.2 Sociology -- 2.3 Language pedagogy and second language acquisition research -- 2.3.1 Authenticity and learner-centered teaching -- 2.3.2 Going beyond standard varieties -- 2.3.3 Assessing engagement with and learning through pop culture -- Pop outside the classroom -- Vocabulary learning through engagement with pop culture -- The development of communicative competence -- 3. Pop culture literacy: Studying pop culture in its own right -- 4. Concluding remarks -- Notes -- References -- Part I The language of pop culture and language skills areas -- 2 Teen talk in TV series as a model of linguistic innovation and emotional language -- Abstract -- 1. Introduction -- 2. Media discourse as a mirror of innovative and emotional language use -- 3. The language of teenagers -- 3.1 Gonna and wanna -- 3.2 Fuck, shit, and dude -- 3.3 Totally -- 4. Research agenda, data, and methodology -- 4.1 Research questions -- 4.2 Data and methodology -- 5. Results and discussion -- 5.1 Gonna and wanna -- 5.2 Fuck, shit, and dude -- 5.3 Totally -- 6. Implications and conclusion -- Notes -- References -- 3 Swear/taboo words in US TV series: Combining corpus linguistics with selected insights from screenwriters and learners -- Abstract -- 1. Introduction -- 2. Data and approach -- 2.1 Corpora and corpus techniques -- 2.2 Other data -- 3. Swear/taboo words in US TV series -- 3.1 Comparison with other datasets -- 3.2 Internal comparison.
3.3 Different uses -- 4. Implications for the EFL classroom -- 5. Conclusion -- Acknowledgements -- Notes -- References -- 4 Exploring the vocabulary of rap lyrics -- Abstract -- 1. Introduction -- 1.1 The lexical challenge -- 1.2 Research questions and outline -- 2. Data and method -- 3. Results and discussion -- 3.1 A list of rap-specific vocabulary -- 3.2 The vocabulary demand of rap lyrics -- 3.3 The hidden challenge -- 4. Pedagogical implications -- 5. Limitations and future research -- Notes -- References -- 5 Teaching grammar through pop culture -- Abstract -- 1. Introduction -- 2. Data and method -- 2.1 Features of conversational grammar -- 2.2 Corpus -- 3. Results: Grammar in pop lyrics -- 3.1 Core conversational grammar -- 3.1.1 Basic conjunctions -- 3.1.2 Deictic expressions -- 3.1.3 Modals and semi-modals -- 3.1.4 Questions -- 3.1.5 Head- and tail-slot fillers -- 3.1.6 Quotatives -- 3.2 Variation and informality -- 3.3 Chunks -- 4. Discussion -- 5. Conclusion -- Notes -- References -- Part II Pop culture and classroom practice -- 6 Going beyond the surface with pop culture: Using humorous cartoon series to explore social issues in the foreign language cl -- Abstract -- 1. Introduction -- 2. Rationale for integrating humor and social issues -- 3. Teaching context and approach -- 4. Course design and objectives -- 4.1 Topic selection -- 4.2 Scene selection -- 4.2.1 Comprehensibility and accessibility -- 4.2.2 Appropriateness -- 5. Sample unit overview: Cultural stereotypes in humor -- 5.1 Rationale for the topic -- 5.2 Unit warm-up prompts -- 5.3 Sample reading assignment -- 5.4 Viewing materials -- 5.5 Viewing and comprehension checks -- 5.6 Humor comprehension check: Questions for the teacher -- 5.7 Unit written reactions -- 6. Caveats and outlook -- Notes -- References.
7 Political comics and cartoons in language education: Suggestions for Arabic as a Foreign Language in classrooms in the USA -- Abstract -- 1. Introduction -- 2. Literature review -- 3. Practical suggestions for the use of comics -- 4. Political cartoons in the AFL classroom -- 5. Pedagogical suggestions and challenges -- 6. Conclusion -- Notes -- References -- 8 Eco-songs in foreign language education -- Abstract -- 1. Introduction -- 1.1 Ecomusicology and foreign language teaching -- 1.2 What is an eco-song? -- 1.3 Overview -- 2. A survey of eco-songs found in published teaching materials -- 2.1 Survey methodology -- 2.2 An analysis of eco-songs in teaching materials -- 2.3 Materials survey: Summary of findings -- 3. A list of eco-songs -- 3.1 Methodology -- 3.2 Results: Eco-songs from the year 2000+ -- 3.3 The potential of twenty-first century eco-songs -- 4. Implications -- 4.1 Important pedagogical considerations -- 4.2 Practical example: Earth Day -- 5. Conclusion -- References -- 9 Learning through sharing: Enhancing critical engagement with popular culture content using social media in a second language -- Abstract -- 1. Introduction -- 2. Methodology -- 3. Methodological approach -- 3.1 Social media interactions (Phase 1) -- 3.2 Analysis of Facebook comments (Phase 2) -- 3.3 Evaluation of the learning experience (Phase 3) -- 4. Findings -- 4.1 Content -- 4.2 Communication -- 4.3 Cognition -- 4.4 Culture -- 4.5 Control -- 5. Discussion and conclusion -- Note -- References -- 10 Foreign language students, pop culture, and university degree thesis projects -- Abstract -- 1. Aim -- 2. Pop culture in the classroom -- 3. The BA thesis project, EFL students, and pop culture data -- 3.1 A BA thesis in English linguistics: The dilemma for EFL students -- 3.2 The process of approving BA thesis projects.
3.3 Some residual reasons for reluctance to the study of pop culture -- 3.4 "Real" data, EFL students, and other methodological quandaries -- 3.5 Pop data: Added pedagogical value -- 4. Using linguistic data from pop culture in BA theses: Some examples -- 5. Discussion and concluding remarks -- Notes -- References -- Part III Beyond the classroom -- 11 Pop culture in teaching Chinese as an additional language: Theory, research, and practice -- Abstract -- 1. Introduction -- 2. Integrating pop culture in (Chinese) language education: Theory and practice -- 3. Sinophone pop culture as a local and global phenomenon with educational potential -- 4. Examples of pop culture integration in Cantonese and Mandarin Chinese university courses -- 5. Criteria for leveraging pop culture for pedagogical purposes -- 6. Guidelines for harnessing pop culture in language education: Five principles -- 7. Conclusion -- Notes -- References -- 12 "Watch out! Behind you is the enemy!" An exploratory study into the relationship between extramural English and ... -- Abstract -- 1. Introduction -- 2. Background -- 2.1 Extramural English and secondary school learners -- 2.2 Extramural English and primary school learners -- 3. Aim and research questions -- 4. Method -- 4.1 Participants -- 4.2 Data collection instruments -- 4.2.1 Productive vocabulary test -- 4.2.2 The questionnaire -- 4.3 Procedure -- 4.4 Scoring and analyses -- 5. Results -- 5.1 Research question 1: How much extramural English do young Flemish learners engage with? -- 5.2 Research question 2: How do young Flemish learners score on a productive English vocabulary test? -- 5.3 Research question 3: What is the relationship between young Flemish learners' extramural English and their productive ... -- 6. Discussion -- 6.1 Young learners and extramural English.
6.2 Young EFL learners and productive vocabulary knowledge -- 6.3 The relationship between extramural English and productive vocabulary knowledge -- 7. Conclusion -- Acknowledgments -- Notes -- References -- 13 Levelling up comprehensible input and vocabulary learning: The lexical profile of videogames -- Abstract -- 1. Introduction -- 1.1 Background -- 1.2 Lexical coverage -- 2. Methodology -- 2.1 Materials -- 2.2 Analysis -- 3. Results and discussion -- 4. Implications and conclusion -- Notes -- References -- 14 Pedagogically mediating engagement in the wild: Trajectories of fandom-based curricular innovation -- Abstract -- 1. Introduction -- 2. The three phases of the fanfiction project -- 2.1 The Blogging Hobbit -- 2.2 A Study in Sherlock: Building in adaptation and space for innovation -- 2.3 The Potter Project -- 3. Conclusion -- Acknowledgments -- References -- Part IV Sociocultural and culture-critical considerations -- 15 Teaching "authenticity" of media and pop culture texts -- Abstract -- 1. Introduction -- 2. Authority and authenticity in sociolinguistic theory -- 2.1 Ideologies of authority and authenticity -- 2.2 Performative and reflexive practices -- 3. Authority and authenticity in media and pop culture -- 3.1 Commitment to authority and authenticity in media Englishes -- 3.2 Acts of authenticity in media Englishes and pop culture -- 3.3 Linguistic appropriation and acts of authenticity -- 4. Authority and authenticity in language education -- 5. Conclusions -- References -- 16 The new normal: English language learning, pop culture, and the politics of investment -- Abstract -- 1. Introduction -- 2. Learning English through pop culture: The cases of Delores and Alaa Barcelona -- 3. Blackness, Hip-Hop, hanging out, and ESL -- 4. Becoming Black, Black pop culture, and the politics of learning BESL.
5. This is not a conclusion: BESL, (Black) pop culture, and English language educators.
Summary: Pop Culture in Language Education provides comprehensive insight on how studies of pop culture can inform language teaching and learning. The volume offers a state-of-the-art overview of empirically informed, cutting-edge research that tackles both theoretical concerns and practical implications.
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Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Illustrations -- Contributors -- Acknowledgements -- Introduction -- 1 Learning languages through pop culture/learning about pop culture through language education -- Abstract -- 1. Introduction -- 1.1 What is "pop"? What is "pop culture"? -- 1.2 Overview -- 2. Rationales for using pop culture -- 2.1 Psychology of learning and motivation -- 2.2 Sociology -- 2.3 Language pedagogy and second language acquisition research -- 2.3.1 Authenticity and learner-centered teaching -- 2.3.2 Going beyond standard varieties -- 2.3.3 Assessing engagement with and learning through pop culture -- Pop outside the classroom -- Vocabulary learning through engagement with pop culture -- The development of communicative competence -- 3. Pop culture literacy: Studying pop culture in its own right -- 4. Concluding remarks -- Notes -- References -- Part I The language of pop culture and language skills areas -- 2 Teen talk in TV series as a model of linguistic innovation and emotional language -- Abstract -- 1. Introduction -- 2. Media discourse as a mirror of innovative and emotional language use -- 3. The language of teenagers -- 3.1 Gonna and wanna -- 3.2 Fuck, shit, and dude -- 3.3 Totally -- 4. Research agenda, data, and methodology -- 4.1 Research questions -- 4.2 Data and methodology -- 5. Results and discussion -- 5.1 Gonna and wanna -- 5.2 Fuck, shit, and dude -- 5.3 Totally -- 6. Implications and conclusion -- Notes -- References -- 3 Swear/taboo words in US TV series: Combining corpus linguistics with selected insights from screenwriters and learners -- Abstract -- 1. Introduction -- 2. Data and approach -- 2.1 Corpora and corpus techniques -- 2.2 Other data -- 3. Swear/taboo words in US TV series -- 3.1 Comparison with other datasets -- 3.2 Internal comparison.

3.3 Different uses -- 4. Implications for the EFL classroom -- 5. Conclusion -- Acknowledgements -- Notes -- References -- 4 Exploring the vocabulary of rap lyrics -- Abstract -- 1. Introduction -- 1.1 The lexical challenge -- 1.2 Research questions and outline -- 2. Data and method -- 3. Results and discussion -- 3.1 A list of rap-specific vocabulary -- 3.2 The vocabulary demand of rap lyrics -- 3.3 The hidden challenge -- 4. Pedagogical implications -- 5. Limitations and future research -- Notes -- References -- 5 Teaching grammar through pop culture -- Abstract -- 1. Introduction -- 2. Data and method -- 2.1 Features of conversational grammar -- 2.2 Corpus -- 3. Results: Grammar in pop lyrics -- 3.1 Core conversational grammar -- 3.1.1 Basic conjunctions -- 3.1.2 Deictic expressions -- 3.1.3 Modals and semi-modals -- 3.1.4 Questions -- 3.1.5 Head- and tail-slot fillers -- 3.1.6 Quotatives -- 3.2 Variation and informality -- 3.3 Chunks -- 4. Discussion -- 5. Conclusion -- Notes -- References -- Part II Pop culture and classroom practice -- 6 Going beyond the surface with pop culture: Using humorous cartoon series to explore social issues in the foreign language cl -- Abstract -- 1. Introduction -- 2. Rationale for integrating humor and social issues -- 3. Teaching context and approach -- 4. Course design and objectives -- 4.1 Topic selection -- 4.2 Scene selection -- 4.2.1 Comprehensibility and accessibility -- 4.2.2 Appropriateness -- 5. Sample unit overview: Cultural stereotypes in humor -- 5.1 Rationale for the topic -- 5.2 Unit warm-up prompts -- 5.3 Sample reading assignment -- 5.4 Viewing materials -- 5.5 Viewing and comprehension checks -- 5.6 Humor comprehension check: Questions for the teacher -- 5.7 Unit written reactions -- 6. Caveats and outlook -- Notes -- References.

7 Political comics and cartoons in language education: Suggestions for Arabic as a Foreign Language in classrooms in the USA -- Abstract -- 1. Introduction -- 2. Literature review -- 3. Practical suggestions for the use of comics -- 4. Political cartoons in the AFL classroom -- 5. Pedagogical suggestions and challenges -- 6. Conclusion -- Notes -- References -- 8 Eco-songs in foreign language education -- Abstract -- 1. Introduction -- 1.1 Ecomusicology and foreign language teaching -- 1.2 What is an eco-song? -- 1.3 Overview -- 2. A survey of eco-songs found in published teaching materials -- 2.1 Survey methodology -- 2.2 An analysis of eco-songs in teaching materials -- 2.3 Materials survey: Summary of findings -- 3. A list of eco-songs -- 3.1 Methodology -- 3.2 Results: Eco-songs from the year 2000+ -- 3.3 The potential of twenty-first century eco-songs -- 4. Implications -- 4.1 Important pedagogical considerations -- 4.2 Practical example: Earth Day -- 5. Conclusion -- References -- 9 Learning through sharing: Enhancing critical engagement with popular culture content using social media in a second language -- Abstract -- 1. Introduction -- 2. Methodology -- 3. Methodological approach -- 3.1 Social media interactions (Phase 1) -- 3.2 Analysis of Facebook comments (Phase 2) -- 3.3 Evaluation of the learning experience (Phase 3) -- 4. Findings -- 4.1 Content -- 4.2 Communication -- 4.3 Cognition -- 4.4 Culture -- 4.5 Control -- 5. Discussion and conclusion -- Note -- References -- 10 Foreign language students, pop culture, and university degree thesis projects -- Abstract -- 1. Aim -- 2. Pop culture in the classroom -- 3. The BA thesis project, EFL students, and pop culture data -- 3.1 A BA thesis in English linguistics: The dilemma for EFL students -- 3.2 The process of approving BA thesis projects.

3.3 Some residual reasons for reluctance to the study of pop culture -- 3.4 "Real" data, EFL students, and other methodological quandaries -- 3.5 Pop data: Added pedagogical value -- 4. Using linguistic data from pop culture in BA theses: Some examples -- 5. Discussion and concluding remarks -- Notes -- References -- Part III Beyond the classroom -- 11 Pop culture in teaching Chinese as an additional language: Theory, research, and practice -- Abstract -- 1. Introduction -- 2. Integrating pop culture in (Chinese) language education: Theory and practice -- 3. Sinophone pop culture as a local and global phenomenon with educational potential -- 4. Examples of pop culture integration in Cantonese and Mandarin Chinese university courses -- 5. Criteria for leveraging pop culture for pedagogical purposes -- 6. Guidelines for harnessing pop culture in language education: Five principles -- 7. Conclusion -- Notes -- References -- 12 "Watch out! Behind you is the enemy!" An exploratory study into the relationship between extramural English and ... -- Abstract -- 1. Introduction -- 2. Background -- 2.1 Extramural English and secondary school learners -- 2.2 Extramural English and primary school learners -- 3. Aim and research questions -- 4. Method -- 4.1 Participants -- 4.2 Data collection instruments -- 4.2.1 Productive vocabulary test -- 4.2.2 The questionnaire -- 4.3 Procedure -- 4.4 Scoring and analyses -- 5. Results -- 5.1 Research question 1: How much extramural English do young Flemish learners engage with? -- 5.2 Research question 2: How do young Flemish learners score on a productive English vocabulary test? -- 5.3 Research question 3: What is the relationship between young Flemish learners' extramural English and their productive ... -- 6. Discussion -- 6.1 Young learners and extramural English.

6.2 Young EFL learners and productive vocabulary knowledge -- 6.3 The relationship between extramural English and productive vocabulary knowledge -- 7. Conclusion -- Acknowledgments -- Notes -- References -- 13 Levelling up comprehensible input and vocabulary learning: The lexical profile of videogames -- Abstract -- 1. Introduction -- 1.1 Background -- 1.2 Lexical coverage -- 2. Methodology -- 2.1 Materials -- 2.2 Analysis -- 3. Results and discussion -- 4. Implications and conclusion -- Notes -- References -- 14 Pedagogically mediating engagement in the wild: Trajectories of fandom-based curricular innovation -- Abstract -- 1. Introduction -- 2. The three phases of the fanfiction project -- 2.1 The Blogging Hobbit -- 2.2 A Study in Sherlock: Building in adaptation and space for innovation -- 2.3 The Potter Project -- 3. Conclusion -- Acknowledgments -- References -- Part IV Sociocultural and culture-critical considerations -- 15 Teaching "authenticity" of media and pop culture texts -- Abstract -- 1. Introduction -- 2. Authority and authenticity in sociolinguistic theory -- 2.1 Ideologies of authority and authenticity -- 2.2 Performative and reflexive practices -- 3. Authority and authenticity in media and pop culture -- 3.1 Commitment to authority and authenticity in media Englishes -- 3.2 Acts of authenticity in media Englishes and pop culture -- 3.3 Linguistic appropriation and acts of authenticity -- 4. Authority and authenticity in language education -- 5. Conclusions -- References -- 16 The new normal: English language learning, pop culture, and the politics of investment -- Abstract -- 1. Introduction -- 2. Learning English through pop culture: The cases of Delores and Alaa Barcelona -- 3. Blackness, Hip-Hop, hanging out, and ESL -- 4. Becoming Black, Black pop culture, and the politics of learning BESL.

5. This is not a conclusion: BESL, (Black) pop culture, and English language educators.

Pop Culture in Language Education provides comprehensive insight on how studies of pop culture can inform language teaching and learning. The volume offers a state-of-the-art overview of empirically informed, cutting-edge research that tackles both theoretical concerns and practical implications.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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