Crime fiction sheds a light on different cultures and societies, as well as challenges assumptions about gender, class, race, and ethnicity. By luring students into thinking that popular fiction is an easy read, an increasing number of language teachers have used crime fiction to teach both foreign languages and cultures. At the same time, crime fiction instructors have expanded their syllabi to include texts in translation that tackle important issues such as gender violence, environmental concerns, and racism. This Clues Teaching Forum invites short essays that address the following questions:
- How has multilingualism shaped a personal approach to the teaching of crime fiction?
- What are the challenges of teaching a text in the original language?
- What are the challenges in using a text in translation?
- How are the expectations of multilingual students accommodated?
- What mystery/detective/crime works have been successful in representing a society and a culture or in effectively teaching a second language?
- Has an instructor elected to no longer teach certain texts or to teach certain texts differently?
We are interested in case studies related to teaching:
- Texts in the original language in language classes
- Texts in translation
- Crime shows with subtitles
- Classes with multilingual students
- Multilingualism within texts
Contributions of 750 to 1,000 words are sought for vol. 43, no. 1 (2025). Accounts from all classroom spaces (high schools, postsecondary institutions, prisons, etc.) and instructors at all stages of their careers are welcome. Submissions are due September 1, 2024. For more information or to submit essays, please contact Barbara Pezzotti (Barbara.pezzotti [at] monash.edu)
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