Ensinando a escrever: escrita criativa no ensino-aprendizagem de inglês língua estrangeira e alemão língua estrangeira

Abstract

This thesis intends to display how creative writing is a valuable teaching tool that can be easily implemented in the classroom to help, in multiple levels, to provide emphasis to the students’ written competence, a skill that requires more importance in the study of German as foreign language (GFL) and English as foreign language (EFL). In this bibliographic research, creative writing will be presented as a teaching methodology capable of aiding both English and German students to better develop their writing skills. This methodology has a history among the teaching of foreign language (FL) and already has proven effectiveness in the teachings of GFL and EFL. This study is based on the presentation of researchers in case studies of multiple linguistic spaces, such as Gleiciana Sousa da Silva Baracho de Albuquerque (2017), Adriana Aparecida Souza Aguiar (2009), Verônica Siqueira de Andrade (2009), Kateřina Navrátilová (2015). In line with the case studies, theoretical authors like Douglas Brown (2000), Bernd Kast (1999) e William Grabe and Robert B. Kaplan (1996) are also analyzed. Besides the successful experiences with the use of creative writing, specific benefits of the use of creative writing in the classroom will also be presented, such as: the broadening of writing practice in the classroom, increase of classroom motivation, integration of multiple text genres in foreign language teaching, the possibility of integrating different cultures through language, and the use of creative writing as a tool for grammatical exercise for foreign language students.