Claudia Mónica Ferradas
Articles
Articles
Articles
1994. Rock Poetry: The Literature Our Students Listen To. The Journal of the Imagination in Language Learning. (source)
1994. On Transaction and Transgression: Riding on the Transtextual Highway.The Hermetic Garage. (source)
1997. Literature Revisited. The Inner Eye.
1997. Reading Rock in the EFL Classroom. Folio.
1998. Hypertext: Explorations in Textual Texture in the Learner-Centred EFL Classroom.The Inner Eye.
2000. Assessing the Literary Competence of Future EFL Teachers: A Portfolio Experience. IATEFL Testing, Evaluation and Assessment SIG Newsletter.
2002. Reading and Writing the New Technologies: Obstacles and Challenges for the ELT Classroom. Resources. Year VIII.
2002. H Y P E R F I C T I O N: Weaving Textual Webs. IATEFL Literature and Cultural Studies SIG Newsletter.
2002. Reading Screens in the Classroom. Literature Matters. Newsletter of the British Council’s Literature Department. Issue 32.
2003. Reading Screens: Down the Paths of Electronic Literature. Archives of the Oxford Conference on the Teaching of Literature.
2003. Hyper-reading: Facing the Challenge of Electronic Literature. Folio. 7.1 / 7.2.
2003. Hyper-reading, Hyper-writing: Explorations in Non-linear Literacy. Humanising Language Teaching. Year 5 Issue 3. (source)
2003. Developing Critical Technological Literacy in the Language Classroom. Stones Harbour 1.
2004. Meeting the Other, Learning about Ourselves. The APPI Journal.
2004. Portfolios: Formative Assessment Tools in the Language Classroom. Stones Harbour 2.
2006. Reading Across Cultures – Developing Intercultural Awareness Through Unconventional Approaches to Literature. The British Council Magazine for Teachers of English in Portugal.
2009. Enjoying Literature with Teens and Young Adults in the English Language Classroom. In Lesley Denham, Neus Figueras (eds.) BritLit: Using Literature in EFL Classrooms. Barcelona: APAC pp.27-31. (source)
2010. Plenary: Outside Looking In: Intercultural and Intermedial Encounters in ELT. IATEFL 2009 Cardiff Conference Selections. (source)
2010. Re-defining Anglo-Argentine Literature: From Travel Writing to Travelling Identities.University of Nottingham - Doctor of Philosophy Degree. (source)
2011. The Complex Cultural Identity of Anglo-Argentine Writing. Forum. No. 8 pp.15-35.
2013. Communicating Across Cultures: Encounters in the ‘Contact Zone’. In Laura Renart, Dario Luís Banegas (eds.) Roots & Routes in Language Education: Bi/Multi/Plurilingualism, Interculturality and Identity. Selected papers from the 38th FAAPI conference. (source)
2016. Reflexiones sobre el enfoque intercultural en la enseñanza de lenguas: Más allá de la teoría. Revista Lenguas Vivas. (source)
2017. Too Much Choice? IATEFL Voices. Issue 255 p.13.
Article Sources
Claudia Mónica Ferradas
Recommended books
Literature with a Small ‘l’.
John McRae.
A watershed in my career. It provided a way to articulate my interest in including literature in language teaching without contradicting the aims of the communicative approach.
Hypertext: the Convergence of Contemporary Critical Theory and Technology.
George P. Landow.
A fascinating new way of looking at language and literature though the introduction of what was then a completely new technology. Now outdated, but still valid in its critical consideration of the interface between literature and technology.
Context and Culture in Language Teaching.
Claire Kramsch.
The book which made me rethink my practice and integrate cultural studies into my teaching and research. I still quote from it again and again, especially focusing on the idea that the central aim of language education is to address "the problem of wanting to express one world view through the language normally used to express another society’s world views".
Teaching and Assessing Intercultural Communicative Competence.
Michael Byram.
A thorough look into the implications of an intercultural approach, offering a theoretical framework which is still highly influential.
An Intercultural Approach to English Language Teaching.
John Corbett.
Classroom activities and projects to put an intercultural approach into practice.
Place in HLT
I first encountered Claudia when she was a student on the Masters course in Professional Development for Language Education run by NILE with the University of East Anglia. In a particularly strong group, she stood out as a practitioner whose work was already distinguished by an avid intellectual curiosity and a profound commitment to professional learning and personal development. The Masters course was modular, so we only coincided for part of the programme, but in the years that followed, we became close colleagues, finding common ground in our shared beliefs about the value of literature and its role in promoting intercultural understanding. We continued to collaborate, on successive trips to Argentina, where she organised talks and workshops for me and introduced me to tango (watching, not dancing!); then in the early years of the British Council’s Brit Lit project, working with groups of teacher-writers from APPI, the Portuguese teacher association; teaching together on a Masters course at the University of Alcalá de Henares; and most memorably, for five years as co-chairs of the British Council Oxford Conference on the Teaching of Literature. Claudia’s interest in the intercultural experience, whether at the macro-level of immigrant communities or the small cultures of the classroom, her concern with the representation of cultural identity through literary voices, and her own personal exploration of voice through poetry and song, have combined to make it a particular pleasure to work alongside her for the past twenty-five years. Claudia’s work is always characterised by her engagement with texts and what they tell us about human experience, and with ways to inspire learners, whether students or teachers, to become part of an intercultural dialogue.
