The creation of pedagogical activities in line with genre-based approaches has substantially shaped world language curriculum design and instruction, as seen in Martin (2002a), Crane (2006), and Maxim (2004); however, an insignificant number of principled guidelines suggests exactly how to achieve these pedagogical goals (Kubota, 2016;…

How do we talk about events we perceive? And how tight is the connection between linguistic and nonlinguistic representations of events? To address these questions, we experimentally compared motion descriptions produced by children and adults in two typologically distinct languages, Greek and English. Our findings confirm a well-known asymmetry…

Illustrates the use of narratology to help foreign language students see the interplay between form and content in their target language literature. (CB)

Considers how foreign language students can be trained to apply focalization to get beyond the mere content-oriented teaching of literature and work toward understanding what authors do in their texts and appreciate how they do it. (CB)

Provides a detailed linguistic-stylistic analysis of a seven-year-old black child's "sharing time" narrative, a narrative clearly in the oral rather than the literate style. Discusses the danger of oral style children (often minorities) appearing incoherent to the teacher and being given less (and poorer quality) instructional time and…