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Apuntes de Didáctica de la Ficcionalidad en la Lengua extranjera
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UNIT 1 - FICTIONAL DISCOURSES IN THE FL CLASSROOM1.1. Introduction and key concepts
FICTION: In an inclusive sense, fiction is any literary narrative, whether in prose or verse,
which is invented instead of being an account of events that in fact happened. In a narrower
sense, however, fiction denotes only narratives that are written in prose (the novel and short
story), and sometimes is used simply as a synonym for the novel. Literary prose narratives in
which the fiction is to a prominent degree based on biographical, historical, or contemporary
facts are often referred to by compound names such as "fictional biography," the historical
novel, and the nonfiction novel. (Abrams, A Glossary of Literary Terms, 94)Fiction is the
classification for any story created by the imagination and, therefore, not based strictly on
history or fact. Fiction can be expressed in a variety of formats, including writings, live
performances, films, television programs, video games, and role-playing games, though the
term originally and most commonly refers to the major narrative forms of literature (see
literary fiction), including the novel, novella, short story, and play. (Wikipedia)
FICTIONALITY
Fictionality as a quality
The ability to imagine – and, via fictionalisation, to evoke others’ imagination of – the
non-actual is one of the most fundamental human skills.
“Fictionality” is a term typically associated with novels, short stories and movies. With very
few exceptions, research on fictionality has examined it in these generic terms. In the Centre
of Fictionality Studies we investigate fictionality as a basic human ability and as a rhetorical
and communicative strategy in various media and discursive contexts in a way that extricates
it from fiction in the generic sense. The aim is to shed new light on how fictionality helps us
navigate in a contemporary, mediatized cultural context, and how fictionality has been used
in various historical contexts to legitimize or delegitimize actions and utterances.Rhetorically,
a sender can signal fictionality by a range of different techniques. A receiver, in turn, can
assume from textual signals that something is fictionalized. Treated as a quality rather than as
a genre, fictionalization invites the receiver to conceive of something as invented instead of
as reported and referential. (Centre for Fictionality Studies, Aarhus University)
● Fictionality is by definition the quality possessed by fiction.
● Fictionality is not just regarded a term attributed to fictional narratives such as novels
and short stories. Fictionality, as a fundamental rhetorical mode, is understood as a
means to communicate what is invented […] (The Living Handbook of Narratology)
1.2. Fiction and literature in the Primary English classroom
Teaching English to Young Learners: The role of fiction
We know that children need rich high-quality language input, which well-told stories
can offer, for second language (L2) teaching to play to their strengths –particularly their aural
perception and their ability to learn implicitly.
, Narrative plays a major role in our lives, also beyond the age of twelve and into
adulthood, in the form of movies, television, news reportage or stories […], biographies,
crime novels, historical fiction, celebrity stories, anecdotes of all kinds –the list is endless.
For young language learners, picturebooks and oral stories are probably the dominant
narrative forms, and as the children get older film, digital media, comics, graphic novels and
finally novels may play an increasingly important role, ideally also outside the school setting.
If children have unlimited access to English-language out-of-schools environments, narrative
can play an enormous role in their L2 acquisition, for the efficacy for L2 acquisition of
extensive reading and extensive listening has been thoroughly researched.
The teacher expertise needed for EYL (English for Young Learners) includes two
main strands: an advanced level of language fluency and the ability to implement
age-appropriate methodological skills.
As well as a focus on the key role of holistic learning with young learners, there is a
welcome emphasis on the importance of rich exposure to language, including repeated
patterns, formulaic sequences and ‘chunks’ which can be remembered and transferred to
other contexts. Opportunities for natural interaction and meaningful repetition in engaging
contexts, leading to creative outcomes, whether through the use of drama, play, oral
storytelling, picturebooks or poetry, are also seen as crucial to learning. The advantages of
such an approach are not seen narrowly in terms of measurable linguistic outcomes but rather
in terms of the whole learner and the more elusive social, psychological cognitive,
metacognitive, affective and emotional benefits that underpin children’s motivation and
learning success. Early foreign-language learning is also integrally linked to the development
of intercultural understanding, empathy, self-awareness and respect for others, and to
broadening children’s view of the world.
Discourse-based approaches, or language in context
Discourse competence involves understanding and producing messages beyond
sentence level, including both spoken and written forms. In the Primary classroom, short
narratives, poems, songs, dialogues and descriptions provide good instances of language in
context. Young learners are thus exposed to whole chunks of language, as a means of
initiating them in the acquisition of discourse. Well chosen material, adapted to the cognitive
and linguistic level of the students, can be the source of many enjoyable activities, while
serving important educational aims.
Communicative competence (Canale and Swain 1980, Canale 1983) includes:
● Grammatical/linguistic competence (mastery of language code).
● Sociolinguitic competence (appropriateness of utterances with respect to meaning and
form)
● Discourse competecence (combining/relating sentences to achieve texts)
● Strategic competence (procedures used for effective communication).
According to Brown (2000: 247, 253), discourse means everything from simple
spoken conversation to lengthy written texts, while discourse analysis rests on the notion that
1
, language is more than a sentenced-based phenomenon. In order to be competent in the foreign
language, students must be able to connect related sentences and form a meaningful whole out
of the utterances composing a particular piece of discourse.
Therefore, discourse competence is a component of communicative competence that
should be taken into account in language teaching. It involves:
● being able to understand and create forms of language longer than sentences.
● understanding how particular instances of language are internally constructed.
● understanding how texts relate to the context and situation in which they are used.
● Context refers to the situation in which the communicative exchange takes place.
● In order to properly communicate in the FL, it is essential for language learners to
understand context.
Working with stories and narratives in Primary provides opportunities to develop
linguistic and discourse competence in meaningful and playful contexts. We must look for age
and language appropriate material likely to appeal to young learners, in order to engage them
in authentic communication, thus fostering interaction.
Selecting texts and materials
Selection criteria according to cognitive and linguistic development. Questions to be
considered when selecting texts and materials for young learners. When selecting texts,
teachers should bear in mind:
● the linguistic level
● suitability in relation to the students’ psychological and cognitive level and interests
● type of text: genre, length
● values and cultural background
With young learners, introducing storytelling and picturebooks provides opportunities
to hear, speak, and interact in playful contexts. Teachers should consider the following
questions (Smallwood, 1991):
● Is the content appropriate to the children’s age and intellectual level?
● Does it use language that is at or slightly above the level of the learners?
● Does it contain repeated, predictable language patterns? (Rhyming and repetition of
sounds, words, refrains, or entire sentences)
● Does it meet curricular objectives and classroom themes?
● Are there clear illustrations that help tell the story? Teachers depend on pictures to
explain new vocabulary and to hold the attention of the young learners.
FICTIONAL DISCOURSE
FICTIONAL TEXTS…
● provide linguistic input and context for linguistic interactions
● can favour the development of all the competences involved in language learning
● lend themselves to the learning-by-doing approach favoured by current pedagogical
theories
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