Foreign Languages and the Literary in the Everyday (FLLITE)

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In 2015, the Center for Open Educational Resources and Language Learning (COERLL) and the Center for Educational Resources in Culture, Language, and Literacy (CERCLL) launched Foreign Languages and the Literary in the Everyday (FLLITE), a collaborative project that would: help to bridge the Language/Literature divide still prevalent in foreign language programming and textbooks; create an educational community of practice whose members (professors, teachers and graduate students of language, literary and/or cultural studies); generate crowdsourced literacy-based materials in the form of FLLITE lessons: open lessons for copyrighted or open texts (written, oral, visual), and relevant assessment tools; offer a platform for the publication of open educational resources (OER) under Creative Commons licensing for classroom use and professional development; provide a real-world materials development task for students enrolled in FL Teaching Methods courses.


Recent Submissions

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  • Item
    The Literary in the Everyday: A Literacy-based Approach for the Language Classroom
    (COERLL, 2021-02-09) Luks, Joanna; Warner, Chantelle; Blyth, Carl
    This handbook on Foreign Languages in the Literary in the Everyday (FLLITE) is a culmination of ideas, resources, and pedagogies that have been developed over the past several years as a collaboration between Joanna Luks, Carl Blyth, Chantelle Warner, and the many materials designers, workshop participants, and students who have been a part of this project. From this series of collaborations, the FLLITE approach has emerged as a heuristic for creating lessons and developing integrated curricula from the beginning to the end of language study. In this way, the project and this handbook contribute to a larger on-going discussion within US-American modern language teaching and learning concerning the articulation of language, literature, and culture studies. What is particular to the FLLITE approach is the conceit of the literary in the everyday, as a means of conceptualizing the connections between a wide range of discourse types and genres as they are shaped not only through sets of conventions, but also creative, playful interventions. By deconstructing the apparent tension between the literary and the everyday, the FLLITE approach provides teachers and students with a set of tools to think with as they explore the liminal experiences between the familiar and the unfamiliar that often characterize foreign language learning. This handbook on the FLLITE approach is intended as a resource for professional development. For those new to the FLLITE project, the handbook can serve as an introduction to the conceptual underpinnings and possible applications of the approach. For teachers at all levels, the handbook provides ideas for how to enhance a unit or a course by adding elements of FLLITE. For Language Program Directors and curriculum designers, the handbook also provides a starting point for articulating a curricular arc across multiple courses. And finally, for those involved in graduate student professional development, this handbook can be used as a whole or excerpted to assist Graduate Student Instructors to see connections between their teaching in the beginning levels and other courses they will be asked to teach further in their careers.