Ready Player One (2011): A proposal for using dystopian fiction in the EFL classroom

º Facultad de Filosofía y Letras Departamento de Filología Inglesa MÁSTER EN PROFESOR DE EDUCACIÓN SECUNDARIA Y BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZA DE IDIOMAS ESPECIALIDAD: LENGUA EXTRANJERA (INGLÉS) TRABAJO DE FIN DE MÁSTER Ready Player One (2011): A proposal for using dystopian fiction in the EFL classroom Lucía Pérez Iglesias Tutora: Rosa María Pérez Alonso Valladolid, junio 2023 Universidad de Valladolid Lucía Pérez Iglesias Universidad de Valladolid Lucía Pérez Iglesias Abstract Literature is a didactic tool that has been neglected in recent years by other types of teaching materials. Therefore, this paper aims to show the benefits the use of literature in the EFL classroom can have. For this purpose, contemporary literature has been selected in order to increase motivation and encourage reading habits among students. Accordingly, a didactic proposal has been designed to be developed in a complete school year based on Ready Player One (2011), a book of young adult and dystopian fiction. With the development of several activities based on its reading, it is intended that students improve their proficiency in the foreign language while reflecting and interacting with the text itself as it deals with issues that may affect students directly in their daily life. Keywords: literature, EFL teaching, dystopian fiction, Young Adult literature Resumen La literatura es una herramienta didáctica que en los últimos años ha sido relegada por otros tipos de materiales. Por ello, con este trabajo, se pretende mostrar los beneficios que puede tener el uso de literatura en el aula de lengua extranjera. Para ello se ha decidido utilizar literatura contemporánea con el objetivo de aumentar la motivación y fomentar hábitos de lectura entre el estudiantado. Con este propósito se ha diseñado una propuesta didáctica para desarrollar en un curso escolar completo basada en Ready Player One (2011), un libro de literatura juvenil y distópico. Con el desarrollo de diversas actividades basadas en su lectura se pretende que los alumnos mejoren su competencia en la lengua extranjera a la vez que reflexionan e interactúan con el propio texto al tratar sobre temas por los que se pueden ver afectados los estudiantes directamente en su día a día. Palabras clave: literatura, enseñanza del inglés como lengua extranjera, literatura distópica, literatura juvenil Universidad de Valladolid Lucía Pérez Iglesias Universidad de Valladolid Lucía Pérez Iglesias Table of contents Introduction .............................................................................................................................. 1 I. Theoretical framework .......................................................................................................... 2 1. The role of reading in L2 learning ................................................................................... 2 2.Literature in the EFL classroom ........................................................................................ 3 2.1. Advantages and disadvantages of using literature for L2 teaching ........................... 5 2.2. The status of literature in the Spanish school system ................................................ 7 2.3. Literary approaches in language teaching ................................................................. 8 2.4. Selecting texts ........................................................................................................... 9 3.Literary genres for EFL teaching .................................................................................... 10 3.1. Young Adult Literature ........................................................................................... 11 3.2. Dystopian fiction ..................................................................................................... 12 II.Didactic proposal: A Hands-On Approach to Teaching Dystopian Fiction ....................... 13 1. Selected text: Ready Player One .................................................................................... 13 2. Justification .................................................................................................................... 13 3. Contextualization ........................................................................................................... 14 3.1. Legal framework ..................................................................................................... 15 3.2. Curricular concerns ................................................................................................. 15 4.Objectives ........................................................................................................................ 16 5.Methodology ................................................................................................................... 17 6.Development of the sessions and activities ..................................................................... 19 6.1. General chart ........................................................................................................... 20 6.2. Session 1: First term ................................................................................................ 22 6.3. Session 2: First term ................................................................................................ 26 6.4. Session 3: Second term ........................................................................................... 29 6.5. Session 4: Second term ........................................................................................... 32 6.6. Session 5: Third term .............................................................................................. 35 Universidad de Valladolid Lucía Pérez Iglesias 6.7. Session 6: Third term .............................................................................................. 37 7.Assessment ...................................................................................................................... 39 Conclusions ............................................................................................................................ 42 References .............................................................................................................................. 43 Annexes .................................................................................................................................. 47 Annex 1. Materials for the first term .................................................................................. 47 Annex 2. Materials for the second term ............................................................................. 50 Annex 3. Materials for the third term ................................................................................. 54 Annex 4. Real Decreto 243/2022, of April 5, 2022 ........................................................... 56 -Operative descriptors .................................................................................................... 56 -Contents ........................................................................................................................ 63 1 Universidad de Valladolid Lucía Pérez Iglesias Introduction In recent years the study of language pedagogy has focused on communication through approaches such as the Communicative Language Teaching. This kind of approach is based on simulations of real-life situations to trigger real communication among students through the interaction between learners. Therefore, meaning becomes more important than form while learning English and the students are encouraged to use the language to trigger this interaction, the teacher acts as a guide while the students interact with their peers to fulfill different activities proposed by the teacher. However, some teachers tend to reduce the written input to dialogues and conversations as they clearly recreate actual events. Nonetheless, we have a very profitable written input within our reach: literature. Literature has been neglected in the EFL classroom in the past as it was linked with the Grammar-translation method. Back when this was the preferred method among language teachers, literature was the only form of real input available for learners. However, we currently have access to wide range of authentic input, both oral and written, which has led to literature being sidelined as it is sometimes considered outdated. Nonetheless, most researchers in the field agree that literature is a very powerful tool in the EFL classroom. Several studies such as Khatib et al. (2011), Van (2009) or Lazar (1993) have pointed out its advantages and how teachers should consider including literature in their lessons. In general terms, literature can trigger language acquisition and culture awareness at the same time if the text is chosen and worked on correctly. But the question remains whether we can foster communication and motivation among students using literature. For this reason, this dissertation attempted to design a didactic proposal based on literature which would interest students and trigger communication at the same time. In order to do so, several aspects have been considered. Firstly, the book is framed within young adult literature as several studies such as McKay (1982) have emphasized the benefits it has for English learners. Secondly, different surveys carried out with high school students have shown that they prefer contemporary texts over classical novels. Lastly, the text chosen is also framed within a contemporary genre, the dystopian one, which has been widely popular in the past few years. The benefits this genre have also been mentioned in this dissertation. However, in this proposal, we will mainly focus on how it can benefit critical thinking among teenagers. This proposal would be implemented in six sessions throughout the school year. There would be two sessions per term as the book chosen is divided into three levels. The students will be required to read a level per term as each level has an appropriate number of pages for a first year of Bachillerato 2 Universidad de Valladolid Lucía Pérez Iglesias student. By way of conclusion, my intention with this proposal is to encourage reading habits among students as well as encouraging communication and critical thinking in the classroom through the realization of several activities. Students will have to use the target language, in this case English, to fulfil the different activities. In addition, some of these activities will consist of discussions based on different topics present on the novel which will encourage oral communication skills as well as critical thinking. Hence, this dissertation offers a new proposal for integrating a real novel into a secondary education classroom, considering all the aspects deemed as helpful by the scholars consulted. Finally, the structure of this dissertation consists of a review of the literature consulted for this dissertation in the theoretical framework. This section begins with the most general, which is the role of reading in the EFL classroom to the most specific, which are the genres in which Ready Player One is framed. Secondly, the didactic proposal itself will be explained, contextualizing it, explaining its methodology and the development of the sessions. Lastly, the materials designed for these six sessions can be found in the annexes. I. Theoretical framework This section of the dissertation consists of the theoretical framework, which will start with the more general and progress to the more specific. The first section deals with a contextualization of the role of reading in the EFL classroom. Then, the second section focuses on literature as a didactic tool itself: the different advantages and disadvantages it has, its current situation in the Spanish educational system and what series of literary approaches are included in the literature consulted and how to select texts for secondary education students. Finally, we will focus on the literary genre chosen for the didactic proposal (a young adult dystopian novel). 1. The role of reading in L2 learning According to Krashen’s Comprehension Hypothesis (2003), students need to understand messages in order to acquire a second language, meaning that they have to comprehend what they read or hear. This theory proposes that the most effective way for learners to acquire language is through comprehensible input. Furthermore, this input should be one step beyond our students’ competence (I+1), making them understand input by context (Krashen, 1992). This comprehensible input can be either oral or written but, in this dissertation, we are going to mainly focus on written input as the later didactic proposal is based on the reading skill. Renandya (2007) explains that one of the main factors affecting students' performance in L2 is the lack of input in the classroom. Clearly, we cannot expose them to the same amount of input 3 Universidad de Valladolid Lucía Pérez Iglesias as in their L1, but we can bring them closer to input in L2 through authentic materials. For instance, through books1. There are two approaches towards the use of books in the classroom: intensive and extensive reading. The main difference lays on how we use these texts. As Renandya (2007) states: In intensive reading, students normally work with short texts with close guidance from the teacher. The aim of intensive reading is to help students obtain detailed meaning from the text, to develop reading skills—such as identifying main ideas and recognizing text connectors—and to enhance vocabulary and grammar knowledge (p.135). The other approach is known as extensive reading, which according to Carrel and Carson (1997) “generally involves rapid reading of large quantities of material or longer readings (e.g., whole books) for general understanding, with the focus generally on the meaning of what is being read than on the language” (p. 49-50). Intensive reading tends to be preferred by teachers as it is thought that extensive reading is not enough to gain reading fluency (Renandya, 2007). Nonetheless, it has been proved by several studies that extensive reading has positive effects on several aspects of language proficiency (Constantino et al., 1997; Lee et al., 1996; as cited in Krashen, 2003). In conclusion, extensive reading is not the solution to all the problems related to language teaching. But nowadays, seeing that traditional teaching methods are not producing astonishing results, extensive reading may be a viable alternative in an attempt to help our students improve their proficiency in L2 as well as acquire an interest in reading. 2.Literature in the EFL classroom As previously explained, this section will explore literature and literary texts themselves. However, prior to discussing their role in the EFL classroom, we shall define what literature is. According to the Cambridge Dictionary, literature is “written artistic works, especially those with a high and lasting artistic value”. Nevertheless, if we seek a more academic answer, we encounter a difficult problem. As Lazar (1993) discusses, “we have seen that defining literature is no easy task, and that there is considerable controversy among literary theorists and critics as to how this can be done” (p.5). Figure 1. Defining literature: the issues  ϭThroughout this dissertation the term “book” shall refer to literary books, not textbooks. 10 Universidad de Valladolid Lucía Pérez Iglesias Purposes, English for Business, General English…) Length/intensity of the course (e.g., five hours a day for three months, four hours a week for a year…) Type of students Age Intellectual maturity Emotional understanding Interests Cultural background Linguistic proficiency Literary background Other text-related factors Availability of texts Length Exploitability Fit with syllabus Note. Norm proposed by Lazar to choose a text (Adapted from Lazar, 1993, pp. 48-56) As discussed throughout this theoretical framework, literature can be a very useful tool in EFL teaching. However, in order to make the use of literature beneficial for both the learner and the teacher, we must consider both the approaches and the selection of texts before starting to develop a didactic proposal based on literature. 3.Literary genres for EFL teaching When we choose a reading for our students, we should avoid making it too complicated. Ideally, we should stay away from dense readings unless we use graded readers2 adapted to the students’ proficiency as they will be too difficult for them to comprehend because of their language and cultural complexity. Several studies have been conducted on the use of different literary genres in the EFL classroom. According to Coşgun (2022), “The main literary genres used in language classrooms are poetry, short stories, drama and novels” (p. 15). Firstly, Coşgun (2022) carried out a study on pre-service English teachers’ perceptions towards literary genres. According to her findings, teachers in training preferred to use short stories and feared poetry the most as they considered this genre to be the most challenging for the students. Furthermore, Bobkina et al. (2021, as cited in Coşgun, 2022), claim that teachers tend to prefer short stories and novels over plays and poems.  2 “One of a series of books of increasing levels of difficulty, used for teaching people to read, or to help them learn a foreign language by reading” (Cambridge Dictionary, n.d.) 11 Universidad de Valladolid Lucía Pérez Iglesias Secondly, Tseng (2010) conducted a study with 28 high school seniors on their attitudes about different literary genres. In this study, the students were exposed to 24 literary works (there were poems, short stories, novels and plays among them) in 14 weeks. The results showed that students liked novels and short stories the most and they preferred contemporary over classic literature. We could consider within this literature genres such as coming-of-age, romantic comedy, or dystopian fiction among others. We should bear this in mind as students admitted enjoying Young Adult literature, which would be framed within contemporary literature. This would confirm what has been suggested by several authors (Brown & Stephens, 1995; Gallo, 2001; Rönnqvist & Sell, 1994; Santoli & Wagner, 2004; as cited in Tseng, 2010). Moreover, McKay (1982) believes that a solution to overly complicated plots or too many characters is to choose Young Adult books as the subject of personal development and progress is the focus of this literature and the majority of young adult literature is typically brief and features a small cast of characters with a young adult as the main character. In addition, these types of books do not require a high proficiency in the language, which makes them widely profitable for the EFL classroom. The novel selected for this didactic proposal, Ready Player One (2011), is framed in this genre as well as in the dystopian one hence framing this book in the contemporary literature category. Therefore, I will now proceed to explain a bit young adult fiction and then continue with the dystopian genre to contextualize the book. 3.1. Young Adult Literature Although young adult fiction is a quite neglected genre within academic discussions, the advantages of using young adult literature in the EFL classroom are several. But before addressing its benefits, we must trace back to its history in order to define the term. It is stated by Poe et al. (1995) that young adult fiction separated from adult and children’s fiction during the 1960’s with the publication of S. E. Hinton’s The Outsiders (1967). This book was popular among teenagers but was not acknowledged by English teachers back then. However, this work is now considered “iconic literature that concisely epitomizes the upheavals of society and the disillusionment individuals endured in dramatic times” (Wu, 2008, p.1). Nonetheless, it was not until the 1990’s that this genre was recognized as “Young Adult literature”, which marked the start of secondary English classes' enthusiastic engagement with YA fiction (Wu, 2008). This is due to young adult texts being considered appropriate and accessible in age and content, which makes working with YA literary texts motivating and profitable in the language classroom (Caspari, 2007, as cited in Alfes et al., 2021). In addition, 12 Universidad de Valladolid Lucía Pérez Iglesias young adult fiction can trigger personal development in students through meaningful input. Alfes et al. (2021) explain that this is divided into two levels: They have a communicative purpose which opens up manifold opportunities to discuss themes in class, and they are learner-centered, as they offer not only a shift of perspectives when learners empathize with the characters but sometimes also enable escapes from reality into fictional worlds. (p.15) After briefly explaining its history and relevance in current EFL teaching, we could say that this literary genre is defined by having young adults as protagonists, topics that are pertinent to young people, as well as jargon used by young adults (Bushman & Haas, 2005). As is the case with adult books, young adult books can have a sub-genre such as fantasy, mystery, humor… (Ellsworth, 2011). In this dissertation, we are going to focus on young adult dystopian fiction as it is the genre of the book my didactic proposal will be based on. 3.2. Dystopian fiction It is striking how with the turn of the millennium the youth dystopian genre has become a fad (Ludwig & Maruo-Schröder, 2018). With bestsellers such as The Hunger Games (2008) by Suzanne Collins or The Circle (2013) by Dave Eggers, clearly there is something about this genre that has made it so successful lately. Ludwig and Maruo-Schröder (2018) explain that current global events may lead us to fall into a “justifiably dystopian mood” (p.11). Some of the events mentioned were the rise of terrorist attacks, the Syrian war, Donald Trump's election, climate change, the rise of the extreme right-wing parties in the United States and Europe, Brexit… Moreover, though in the article by Ludwig and Maruo-Schröder (2018), there is no reference to the Covid-19 pandemic for obvious reasons, I agree with Kloefastova’s view that “Living in a pandemic makes dystopias even more relevant for many readers as instruments of coping with this horrifying experience” (2020, p. 105). In addition, I think that nowadays it would also be important to mention the war in Ukraine and the consequences it has had on the whole planet (inflation, energy war...). All these global matters that directly affect our students can be found in a wide range of dystopian books, hence making these texts useful to tackle important issues with high schoolers. It makes sense that themes discussed in young adult dystopian novels are given credit at school since they demonstrate what can occur if people do not move quickly and alter their behavior (Alfes et al, 2021). Nonetheless, the popularity of this genre has led to its criticism because of its “poor quality”, allegedly repetitive and simple storylines as well as its entertaining but unchallenging characters in general. Yet, there is a large volume of literature that supports the value that these texts can 13 Universidad de Valladolid Lucía Pérez Iglesias have in the classroom. For instance, Alfes et al (2021) explain that “the introduction and analysis of YA dystopian fiction carries enormous potential for foreign language learners and should be considered from an educational perspective” (p. 12). Also, “YA fiction provides their readers with ‘a window through which they can view their world, and which will help them to grow and to understand themselves and their role in society’ (Young Adult Library Services Association, 1996, as cited in Bucher & Hinton, 2010, p. 4). II.Didactic proposal: A Hands-On Approach to Teaching Dystopian Fiction In this second part of this dissertation the didactic proposal designed for first year of Bachillerato will be further explained considering the aspects mentioned earlier in this document. 1. Selected text: Ready Player One The book used for this didactic proposal is Ready Player One (2011) by American author Ernest Cline. This is a young adult science fiction and dystopian novel. The book is set in 2045, and the future we encounter is a dystopian society consumed by climate change, lack of fuel reserves, world hunger and extreme poverty. Throughout the novel, there is a clear sense of nostalgia for the 80’s as people feel frustrated and have idealized this decade. Therefore, the characters in this book decide to escape from this reality through virtual reality. They can access the OASIS, a virtual reality platform where real-world problems have no place. People live their real lives (establish personal relationships, go to school, work...) to escape from their dystopian reality. There is a film adaptation of this novel directed by Steven Spielberg in 2018. The novel’s protagonist is Wade Watts, a high school student obsessed with the OASIS and James Halliday, its creator. Before passing away, Halliday created the Easter egg hunt to find an heir for his fortune and the OASIS. To find the Easter egg and win Halliday’s hunt, people had to discover the three keys and open the three gates. To be able to find and open these gates, they must solve puzzles that Halliday planned based on his own life, so the hunters must be experts in his life and interests. Nonetheless, there is a company called IOI, which has several people called the Sixers hired to find this egg. However, their only objective is to acquire power over the OASIS and turn it into a business. The novel focuses on Wade’s journey trying to find the egg before the Sixers to stop them from capitalizing on the OASIS. As mentioned before, the book is divided into three main parts. Therefore, we will work with one of them per term. 2. Justification This proposal is framed within the “extensive reading” approach, as they will have to read the 14 Universidad de Valladolid Lucía Pérez Iglesias whole novel throughout the school year. As Renandya (2007) believed, this method will help students improve their proficiency in English while acquiring a real interest in reading. In addition, authentic materials will be used, which according to Ghosn (2002), Van (2009) and Lazar (1993) will trigger motivation among students, and therefore, language acquisition. As mentioned in the theoretical framework, there are different approaches towards the use of literature in the classroom. In this proposal, the “Language-based approach” and the “Literature for personal enrichment”, as defined by Lazar (1993), have been used in the several sessions. While selecting the text, the guidelines proposed by Lazar (1993) and summarized on pp. 11- 12 were taken into consideration. Firstly, the type of course is a 1st year of Bachillerato with a A2 level in English according to the Common European Framework of Reference for Languages (Council of Europe, 2020). In this course students have three hours per week of English, and they should learn Standard English. Secondly, the type of students we tend to have in this course are in the range of 16-18 years of age. Therefore, the emotional intelligence and maturity of these students were also considered while choosing this text. Thirdly, it is easy to access this text as it was a best-seller, so students could purchase this book online in paper or eBook version. In addition, they would have the option to buy the second-hand version as there are plenty of platforms in which they offer it, which would make it more affordable for them. Finally, I personally think that students in this level should be able to connect to this text in terms of difficulty and maturity. The reading of this text will expose them to real written input which will improve their proficiency in L2. It is not necessary for them to understand every word of the text as we will not be working on intensive reading. They should be able to understand the overall plot of the book inferring meanings and understanding from context. The activities designed will also focus on improving the students’ emotional intelligence and critical thinking, as they will be asked to reflect on what they have read. In addition, the sessions developed in the classroom will help them have a further understanding of the text and reflection on the topics dealt with. In the following sections, curricular and legal matters will be explained in more detail. 3. Contextualization The following didactic proposal was designed to be developed in the First Foreign Language (English) subject for the first year of Bachillerato. This didactic proposal was designed to be conducted throughout the whole school year and the development of the final task will take place at the end of the third term. The documents considered while designing this didactic 15 Universidad de Valladolid Lucía Pérez Iglesias proposal will be further explained in the following section. 3.1. Legal framework The Common European Framework of Reference for Languages (Council of Europe, 2020) has been considered while elaborating this proposal; therefore, this didactic proposal is set at a A2 level. It is designed for students in the first year of Bachillerato, hence follows the latest educational law (LOMLOE) and thus, Real Decreto 243/2022, of April 5, 2022, which establishes the organization and minimum teaching of Bachillerato; nonetheless, as we are in the community of Castilla y León, it is governed more specifically by Decreto 40/2022, of 29 September, which establishes the organization and curriculum of Bachillerato in the Community of Castilla y León. In short words, the two documents to be considered are Real Decreto 243/2022, of April 5, at the “macro” level, i.e., national level; and Decreto 40/2022, of 29 September at the “meso” level, i.e., regional level. 3.2. Curricular concerns The educational law taken into consideration for this didactic proposal was the LOMLOE since it is designed to be implemented in an odd course, in which this educational law and not the LOMCE is currently in force. This didactic proposal is based on literature, and it is therefore a reading promotion plan. Nonetheless, not only the reading skill will be encouraged, but also the rest of skills will be worked on through sets of activities. As previously mentioned, the Real Decreto 243/2022 will be considered while designing these activities. Consequently, the following key competences have been borne in mind: x Competence in linguistic communication: Students can interact in oral, written, signed or multimodal form in a coherent manner, avoiding misinformation. In addition, it allows them to enjoy language and literary culture. x Plurilingual competence: Students are able them to use one or more foreign languages in a way that encourages communication. x Digital competence: Students can use the ICTs in a secure, critical, and sustainable way. x Citizenship competence: Students become responsible citizens and reflect critically on current global issues. Moreover, the specific competences considered will be explained in detail in the sessions and activities tables. Nonetheless, there are some aspects present on these sets of tables that deserve 16 Universidad de Valladolid Lucía Pérez Iglesias a further explanation for a better overall understanding of the proposal. They are also explained in more detail in Annex 4. Firstly, the operative descriptors refer to the knowledge and attitudes of each of the key competencies already disclosed. Then, we can know more precisely which aspects are being worked on in each session. Secondly, the achievement criteria refer to the requirements that students must meet in order to be evaluated positively or negatively, depending on their performance. They are based on the specific competences. Thirdly, contents refer to the basic knowledge of each subject. In the case of Foreign Language I (English) it is divided into three: A. Communication. B. Plurilingualism. C. Interculturality. Besides, all of them are divided into different aspects to be considered and are also numbered in order and thus appear as such in the tables. Lastly, as the basis for this proposal I intend to work on some stage objectives present in this law. Within these stage objectives, those that mainly appear and are addressed in this proposal are the following: b) To consolidate a personal, affective-sexual, and social maturity that allows them to act in a respectful, responsible, and autonomous way and to develop their critical thinking skills. d) To consolidate reading, study and discipline habits, as necessary conditions for the effective use of learning, and as a means of personal development. f) To express themselves fluently and correctly in one or more foreign languages. g) To use ICTs with solvency and responsibility. l) To develop artistic and literary sensibility, as well as aesthetic criteria, as a source of formation and cultural enrichment. 4.Objectives As it has been previously mentioned, this proposal has two main objectives: improving students’ proficiency in English and promoting personal enrichment and critical thinking through discussions on the topics covered in the book. Firstly, regarding language acquisition: x Students will be exposed to contemporary English language. This will distance them from premade narratives presented on textbooks and enable them to interact with real 17 Universidad de Valladolid Lucía Pérez Iglesias written English. This will trigger grammar and vocabulary acquisition among them. x Students will be asked to fulfill different activities in which they are required to speak in English, thus oral communication skills will be promoted. x Students will be exposed to real input above their level. According to Krashen (2003), students improve their proficiency in a language when they are exposed to an input that it is slightly more difficult than their interlanguage. They will probably not be able to understand every word of the book, but the goal is to allow them to infer meanings and guess from the general context. In addition, the in-class sessions, will help them have a better overall understanding of the book. Secondly, regarding personal enrichment and critical thinking, this proposal will: x Enhance reading habits among students outside the classroom. If this proposal is motivating enough for the students, it may promote a further pleasure for reading. In addition, there is sequel to this novel, so they may continue reading it if they have enjoyed this proposal. x Discuss issues which are presented in the book such as escaping from reality, inequality, dystopian reality, nostalgia, or personal identity. The use of dystopian fiction can be very beneficial in promoting discussions as the topics presented can be relatable in a near future and they should develop their own opinion based on reflection and reliable information. x Promote group work through interactive activities and group discussions. x Foster creativity by reading and fulfilling activities. Since it is a fictional book, it is not based on real events, which can enhance creativity. In addition, they will have to complete a final group task which works both with the understanding of the plot and imagination. 5.Methodology As previously mentioned, from the literary point of view we will be working with two approaches proposed by Lazar (1993): the “Language-based approach” and the “Literature for personal enrichment”. Furthermore, other approaches have been involved in the design of this didactic proposal. Firstly, Communicative Language Teaching has been considered while designing each activity of this didactic proposal. In this proposal, oral and communication skills are essential; therefore, students must use the metalanguage, which in this case is English, to interact with their classmates, and thus fulfill the different activities proposed. The proposal highlights the value 18 Universidad de Valladolid Lucía Pérez Iglesias of ludic and interactive activities for capturing students' interest and broaden their understanding of the target text while it also offers a more hands-on approach to learning the language. Secondly, the use of ICTs is present throughout the development of the proposal, from the beginning of the first term until the elaboration of the final task at the end of the third term. The students will have to use a variety of platforms such as Padlet, Genially, Mentimeter and Teams among others. They will need to use these devices both in the classroom and at home, so that they learn to use them autonomously as well. Thirdly, gamification is also involved to raise students’ motivation in the classroom and relieve them from monotonous classes based on completing activities to make the lessons more enjoyable while still working in the target language. In fact, the final task they will have to design at the end of the course consists of a gamification activity. Besides the methodology already mentioned, students will reinforce their knowledge and confidence as they complete a final task, which consists in the creation of an escape room on the platform Genially. Students will use the target language for the completion of the activities and meaning will become more important than form. The class will be divided into four groups and each group will have to create their own escape room. This is based on Halliday's Easter Egg Hunt, which is the central plot of the novel they have read. Therefore, they will have to come up with their own quest, design it in the platform mentioned above and in the final session they will exchange their escape rooms among the groups so that each of them can evaluate one quest through peer assessment. This will allow them to provide feedback to their peers while completing an interactive game-like activity. In addition, this will foster creativity while improving their proficiency in English. Regarding attention to diversity, Real Decreto 243/2022 explains the following: En la organización de los estudios de Bachillerato se prestará especial atención a los alumnos y alumnas con necesidad específica de apoyo educativo. A estos efectos se establecerán las alternativas organizativas y metodológicas y las medidas de atención a la diversidad precisas para facilitar el acceso al currículo de este alumnado. Therefore, when implementing this proposal in a classroom, the specific needs of each student would be considered. For instance, these are some of the alternatives that could be developed: x Pairing or grouping of students who are more advantaged with those who have more difficulties. x Using active methodologies that increase student motivation and reduce the need for curricular adaptations. 19 Universidad de Valladolid Lucía Pérez Iglesias x Adapting building barriers so that all students can participate in all activities. 6.Development of the sessions and activities As previously mentioned in the introduction, the proposal will be divided into six sessions, with two sessions per term. The following session distribution has been chosen, taking into account the school calendar for the 2023/24 school year. Table 2 Proposed timetable First session 20/09/2023 Second session 04/12/2023 Third session 19/02/2024 Fourth session 21/02/2024 Fifth session 06/05/2024 Sixth session 08/05/2024 Note. Proposed dates for implementing this proposal (own elaboration). In the first session they will be introduced to the book before they start reading it, so it takes place at the beginning of the school year. The second session is held before the December long weekend so that they have time to do the final writing. Regarding sessions three and four, they have been placed in the middle of the second trimester so that they have enough time to read during the Christmas break and the first half of the trimester and to avoid overlapping with exams. The same decision has been made for sessions five and six. They will have time to read this last part between the Easter holidays and the first part of the third quarter. 26 Universidad de Valladolid Lucía Pérez Iglesias 6.3. Session 2: First term Session 2: Unlocking the Oasis: A Journey into the World of Ready Player One Specific competences 1,2,3 Achievement criteria 1.1.1. Interprets the overall meaning of real oral input. 2.1.1. Expresses himself/herself orally with fluency, to answer the various questions proposed by the teacher. 3.2.1. Discusses with peers in a flexible manner using a variety of strategies. 1.2.1. Interprets and critically evaluates the content of a fictional text. 2.2.2. Writes short - length texts appropriate to the proposed communicative situation by the teacher. 3.1.1. Participates and collaborates in group interactive activities showing both initiative and respect. 2.2.1. Writes medium - length texts appropriate to the proposed communicative situation by the teacher . Operative descriptors CCL2, CCL5, CP1, CD3, CPSAA 3.1, CC3, CCEC 3.2 Subject contents A: 2,3,5,12 B: 1 C: 3 Transversal contents • Promote interest and reading habits, as well as skills for correct written and oral expression. • Foster creativity among students. • Correct and responsible use of ICTs. Learning situation and activities Specific competences Contents Achievement criteria ACTIVITY 1: "Virtual escapism” 1,2 A: 2 B: 1 1.1.1 2.1.1 27 Universidad de Valladolid Lucía Pérez Iglesias ACTIVITY 2: “Debating the pros and cons of internet to escape reality” 3 A: 3 B:1 C:3 3.2.1 2.1.1 ACTIVITY 3: “What was your impression?” 1,2 A:2,12 1.2.1 2.2.2 ACTIVITY 4: “Film vs book” 2,3 A: 2,5,12 3.1.1 2.2.1 Session 2: Activity 1. Title: "Virtual escapism” Type: warm-up activity; discussion. Temporalization: 10 minutes Classroom management: the whole class works altogether. Resources: digital board. Description of the activity: The teacher will read the following passage from the text out loud: “At a time of drastic social and cultural upheaval, when most of the world’s population longed for an escape from reality, the OASIS provided it, in a form that was cheap, legal, safe, and not (medically proven to be) addictive.” (Cline, 2011, p.59) And then, she will screen an image (Annex 1). Subsequently, she will ask the following question: “How are this image and this extract from the text related?” [Students answer] “Is there any platform you believe you are dependent on? Do you use it to escape reality?” [Students answer] 28 Universidad de Valladolid Lucía Pérez Iglesias Session 2: Activity 2. Title: “Debating the pros and cons of internet to escape reality” Type: reinforcement activity; debate. Temporalization: 15 minutes Classroom management: the class will be divided into two groups. Resources: none. Description: The teacher will divide the class into two groups: one in favor of using the Internet as a form of escapism and one against. They will have to debate in order to reach a conclusion. Nonetheless, at the end the teacher will state that it is not healthy to constantly escape from reality through virtual devices, but you can use it for a reasonable amount of time to disconnect from your daily problems. Session 2: Activity 3. Title: “What was your impression?” Type: reinforcement activity. Temporalization: 15 minutes Classroom management: The class will work altogether. Resources: digital board, access to the internet to use the app Padlet, students’ cellphones. Description: The teacher will project a QR code that the students shall scan. This will take them to a Padlet in which they have five names: Wade Watts, Aech, Art3mis, James Halliday and Nolan Sorrento. All of them are characters present on the book. They will have to complete the Padlet with their opinion of each character up to level 1 of the book, which is as far as they have had to read in this first term. 29 Universidad de Valladolid Lucía Pérez Iglesias Session 2: Activity 4. Title: “Film vs book” Type: wrap-up activity. Temporalization: 15 minutes Classroom management: students will work in pairs and individually. Resources: digital board, paper, and pen. Description: The teacher will screen the scene in which Wade wins the Cooper Key in the film. The students will watch it twice and they must identify the differences between the quest for the Cooper Key in the book and the film. Then, they should discuss with their partner what ch anges were made, what impact these changes had and how effective they were. Once they have discussed between them, they can start preparing their final text individually. They must write a review on this scene comparing it to the book version, stating which one they liked better and how they would have adapted it. It must contain between 80 and 100 words. Then, they will have a week to hand this review via Teams. Finally, the teacher will send each student one of their classmates’ reviews without a name and they will have to fulfill a co -evaluation via Google Forms. 6.4. Session 3: Second term Session 3: Virtual avatars and real identities Specific competences 1,2,3 Achievement criteria 1.1.2 Interprets the overall meaning of authentic written texts. 2.1.1. Expresses himself/herself orally with fluency, to answer the various questions proposed by the teacher. 3.2.1. Discusses with peers in a flexible manner using a variety of strategies.  2.2.2. Writes short - length texts appropriate to the proposed Operative descriptors 30 Universidad de Valladolid Lucía Pérez Iglesias CCL1, CCL2, CP1, CD3 communicative situation by the teacher. 3.1.1. Participates and collaborates in group interactive activities showing both initiative and respect. Subject contents A: 4,5,13 B: 1 Transversal contents • Promote interest and reading habits, as well as skills for correct written and oral expression. • Foster creativity among students. • Correct and responsible use of ICTs. Learning situation and activities Specific competences Contents Achievement criteria ACTIVITY 1: “What does catfish mean?” 1,2 A: 4, 5 B:1 1.1.2 2.1.1 ACTIVITY 2: “Identity Tourism in Ready Player One” 1,2,3 A: 5 B:1 1.1.2 2.2.2 3.2.1 ACTIVITY 3: “Kahoot reading comprehension” 1,3 A:13 3.1.1 1.1.2 Session 3: Activity 1. Title: “What does catfish mean?” Type: warm-up activity Temporalization: 15 minutes Classroom management: the class will work altogether. Resources: digital board and handout. Description: 31 Universidad de Valladolid Lucía Pérez Iglesias The teacher will screen the word “catfish” on the digital board. Then, she will hand them the following passage from the book: “You aren’t in love with me, Z,” she said. “You don’t even know me.” “Yes, I do,” I insisted. “I know you better than I’ve ever known anyone in my entire life.” “You only know what I want you to know. You only see what I want you to see.” She placed a hand on her chest. “This isn’t my real body, Wade. Or my real face.” “I don’t care! I’m in love with your mind—with the person you are. I couldn’t care less about the packaging.” “You’re just saying that” she said. There was an unsteadiness in her voice. “Trust me. If I ever let you see me in person, you would be repulsed.” “Why do you always say that?” “Because I’m hideously deformed. Or I’m a paraplegic. Or I’m actually sixty-three years old. Take your pick.” After reading this passage, she will tell them that the word “catfish” is related to this passage. Then she will ask if any of them knows the meaning of this word. [Students participate] Session 3: Activity 2. Title: “Identity Tourism in Ready Player One” Type: reinforcement activity. Temporalization: 30 minutes Classroom management: The class will work in pairs. Resources: handout. Description: The teacher will distribute a copy of the article “ Identity Tourism in Ready Player One” to each pair. Firstly, they will have to skim the text to get the main idea of it. Secondly, they will have to read the text in depth and then answer the following questions: 32 Universidad de Valladolid Lucía Pérez Iglesias Had you heard the term identity tourism before? Is there any online game that you know which allows identity tourism as well? Give a few examples. Is there any example of identity tourism in the book? Finally, discuss with your partner and create the avatar you would use in the OASIS. Session 3: Activity 3. Title: “Kahoot reading comprehension” Type: wrap-up activity. Temporalization: 10 minutes Classroom management: the whole class will work altogether. Resources: digital board, students’ mobile phones. Description: The teacher will screen a code to enter a Kahoot quiz. Each student will enter this questionnaire and they will have to answer the reading comprehension questions presented. These questions will be based on the level 1 and 2 of the book, which they should have read by now. The winner of the Kahoot will have 0.5 points more in the final grade of the term. 6.5. Session 4: Second term  Session 4: Exploring the World of Virtual Reality Specific competences 1,2,3 Achievement criteria 2.1.1. Expresses himself/herself orally with fluency, to answer the various questions proposed by the teacher. 3.2.1. Discusses with peers in a flexible manner using a variety of strategies. 3.1.1. Participates and collaborates in group interactive activities showing both initiative and respect. Operative descriptors CCL1, CCL2, CCL3, CP1, CCEC3.2, 33 Universidad de Valladolid Lucía Pérez Iglesias Subject contents A: 2,4,8 B: 1 Transversal contents • Promote interest and reading habits, as well as skills for correct written and oral expression. • Foster creativity among students. • Correct and responsible use of ICTs. Learning situation and activities Specific competences Contents Achievement criteria ACTIVITY 1: “Current virtual reality” 2,3 A: 2,4 B:1 2.1.1 3.2.1 ACTIVITY 2: “Virtual realities in the OASIS” 3 A: 2,4 B:1 3.1.1 3.2.1 ACTIVITY 3: “Bringing Literature to Life ” 2,3 A: 2, 8 B:1 2.1.1 3.1.1 Session 4: Activity 1. Title: “Current virtual reality” Type: warm-up activity Temporalization: 10 minutes Classroom management: the students will work in pairs. Resources: digital board. Description: Firstly, students will watch the video “ Apple Vision Pro - Reveal Trailer ”. Then, they shall discuss the following questions about the video with their partner: 34 Universidad de Valladolid Lucía Pérez Iglesias x What is your opinion on this video? x Have you ever had any experience with virtual reality? x When do you think this technology will be implemented in our daily routines? How? After discussing with their partner, each pair should share their opinions with the rest of the class. Session 4: Activity 2. Title: “Virtual realities in the OASIS” Type: reinforcement activity. Temporalization: 15 minutes Classroom management: students will be divided into 6 groups of 4. Resources: digital board and blackboard. Description: Students shall discuss the following questions screened on the board with their group: x How does this virtual reality from Apple differ from the one presented in the OASIS? x Among all the imaginary settings presented in the book (movies, video games, Halliday’s hometown), which one did you like the most? Students will share their thoughts and they will be written on the board. Session 4: Activity 3. Title:“Bringing Literature to Life” Type: wrap-up activity. Temporalization: 30 minutes Classroom management: students will be divided into 6 groups of 4. Resources: at least a copy of the book. 35 Universidad de Valladolid Lucía Pérez Iglesias Description: Each group will choose one of the settings written on the board in the previous activity. They will have to recreate a passage that took place in that setting. Each group will be given a rubric to mark their peers’ performance. They will have 6 minutes t o prepare their performance which should last 2 minutes maximum. Then they will have a minute to mark their peers’ performance. 6.6. Session 5: Third term Session 5: Cracking the code to books Specific competences 1,2,3 Achievement criteria 3.1.1. Participates and collaborates in group interactive activities showing both initiative and respect. 3.2.1. Discusses with peers in a flexible manner using a variety of strategies. 2.2.2. Writes short - length texts appropriate to the proposed communica tive situation by the teacher. Operative descriptors CCL2, CP1, CD1, CD3 Subject contents A : 4,5,13 B: 1 Transversal contents • Promote interest and reading habits, as well as skills for correct written and oral expression. • Foster creativity among students. • Correct and responsible use of ICTs. Learning situation and activities Specific competences Contents Achievement criteria ACTIVITY 1: “Literary Escape” 3 A: 4, 13 B: 1 3.1.1 ACTIVITY 2: “Elaboration of the final task: Create your own Easter Egg Hunt!” 2,3 A:5, 13 B: 1 3.2.1 2.2.2 42 Universidad de Valladolid Lucía Pérez Iglesias Conclusions As it was mentioned in the introduction of this dissertation, the purpose of this study was to design a didactic proposal based on literature to enhance motivation, communication, and critical thinking among students. To do so, all the recommendations proposed by scholars while choosing a text have been considered. Because of that, the book chosen, Ready Player One, is framed within Young Adult literature as it deals with topics that students can relate to and tend to have simpler structures which fosters motivation as well as facilitates comprehension. In addition, this book is also dystopian. This also makes students feel more inclined to read it, as it deals with global issues that can directly affect them in their daily lives. Furthermore, it addresses topics that should be discussed with teenagers so that they can form their own opinions about them. While all these aspects were considered when choosing a text to work on, the different approaches to exploit this text were also reviewed to correctly choose the most appropriate to my objectives with this proposal. In this case, the approaches considered were those proposed by Lazar (1993). The “Language-based approach” and the “Literature for personal enrichment” were the ones chosen as students are intended to improve their proficiency in English as well as they feel involved in the reading process. In addition, as explained in the methodology section, other approaches, such as the Communicative Language Teaching or Gamification, were taken into account. For these reasons, I believe that this proposal can be interesting and motivating for students. However, regarding the results of this proposal, I could not implement it in my Practicum as it is a proposal to be developed throughout a whole school year, therefore I am not able to state whether initial expectations would have been met. For this reason, it is impossible to ensure that this proposal will have a good reception from the students. In case of implementation, there are several aspects that should be taken into consideration such as attention to diversity, for example. Finally, it is important to conduct further research on how to properly use literature in the EFL classroom as it is powerful tool teachers have at their disposal to educate their students as they improve their proficiency in English. 43 Universidad de Valladolid Lucía Pérez Iglesias References Alemi, M. (2011). The use of literary works in an EFL class. Theory and Practice in Language Studies, 1(2), 177-180. https://doi.org/10.4304/tpls.1.2.177-180 Alfes, L., Guttke, J., Lipari, A. C., & Wilden, E. (2021). Who controls the past controls the future’: Benefits and challenges of teaching young adult dystopian fiction. Children’s Literature in English Language Education, 9(1), 12-31. Bean, T. W., Dunkerly-Bean, J., & Harper, H. J. (2013). Teaching young adult literature: Developing students as world citizens. Sage Publications. Bucher, K. & Hinton, K. (2010). Young adult literature. Exploration, evaluation, and appreciation. Pearson Education. Bushman, J. H., & Haas, K. P. (2005). Using young adult literature in the English classroom. Pearson. Cambridge Dictionary (n.d.). Graded reader. In Cambridge dictionary. Retrieved June 12, 2023, from https://dictionary.cambridge.org/dictionary/english/graded-reader Cambridge Dictionary (n.d.). Literature. In Cambridge dictionary. Retrieved May 26, 2023, from https://dictionary.cambridge.org/dictionary/english/literature Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purposes, 16(1), 47-60. https://doi.org/10.1016/S0889-4906(96)00031-2 Carter, R., Long, M. N. (1991). Teaching Literature. Longman. Cline, E. (2011). Ready player one. Nova. Coşgun, G. E. (2022). An Exploration of Literary Genres Through the Eyes of Pre-Service English Teachers. Educational Process: International Journal (EDUPIJ), 11(1), 14-27. Council of Europe (2020). Common European framework of reference for languages: Learning, teaching, assessment—companion volume. Council of Europe Publishing.https://www.coe.int/en/web/common-european-framework-reference- languages Decreto 40/2022, de 29 de septiembre, por el que se establece la ordenación y el currículo del bachillerato en la Comunidad de Castilla y León. Boletín Oficial de Castilla y León, 44 Universidad de Valladolid Lucía Pérez Iglesias 190, de 30 de septiembre de 2022. https://bocyl.jcyl.es/boletines/2022/09/30/pdf/BOCYL-D-30092022-4.pdf Ellsworth, C. P. (2011). An argument for young adult literature in the university ESL classroom. [Master's thesis, Ball State University] http://cardinalscholar.bsu.edu/handle/123456789/194992 Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172-179. https://doi.org/10.1093/elt/56.2.172 Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL classroom. English Language Teaching, 4(1), 201-208. https://doi.org/10.5539/elt.v4n1p201 Kloefastova, T., Vysotska N. & Muntian, O. (2020). Teaching anti-utopian/dystopian fiction in RFL/EFL classroom as intercultural awareness raising tool. Arab World English Journal: Special Issue on English in Ukrainian Context, 102-112. https://dx.doi.org/10.24093/awej/elt3.9 Krashen, S. D. (1992). The input hypothesis: Issues and implications. Laredo Publishing. Krashen, S. D. (2003). Explorations in language acquisition and use. Heinemann Educational Books. Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge University Press. Ludwig, C., & Maruo-Schröder, N. (2018). What, indeed, is the matter with (young adult) dystopia?: A short introduction. In C. Ludwig & N. Maruo-Schröder (Eds.),Tell freedom I said hello: Issues in contemporary young adult dystopian fiction(pp.11-23). Universitätsverlag Winter. http://resolver.sub.uni-goettingen.de/purl?fidaac- 11858/2508 Maley, A. (1989). Down from the pedestal: Literature as resource. In R. Carter, R. Walker & C. Brumfit (Eds.), Literature and the learner: Methodological approaches. (pp. 1-9). Modern English Publications and the British Counsel. Maley, A. (2001). Literature in the language classroom. In R. Carter and D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 180-186). Cambridge University Press. https://doi.org/10.1017/CBO9780511667206 45 Universidad de Valladolid Lucía Pérez Iglesias McKay, S. (1982). Literature in the ESL Classroom. TESOL Quarterly, 16(4), 529–536. https://doi.org/10.2307/3586470 Poe, E., Samuels, B. G., and Carter, B. (1995). Past perspectives and future directions: An interim analysis of twenty-five years of research on young adult literature. The ALAN Review, 22(2), 46–50 Real Decreto 243/2022, de 5 de abril, por el que se establecen la ordenación y las enseñanzas mínimas del Bachillerato. Boletín Oficial del Estado, 82, de 06 de abril de 2022. https://www.boe.es/eli/es/rd/2022/04/05/243/con Renandya, W. A. (2007). The power of extensive reading. RELC Journal, 38(2), 133-149. https://doi.org/10.1177/0033688207079578 Tseng, F. P. (2010). Introducing literature to an EFL classroom: Teacher’s presentations and students’ perceptions. Journal of Language Teaching and Research, 1(1), 53-65. Van Peer, W. (2014). But what is literature? Toward a descriptive definition of literature. In R. Carter & P. Stockwell (Eds.), The Language and Literature Reader (pp. 118-126). Routledge. https://doi.org/10.4324/9781003060789-14 Van, T. T. M. (2009). The relevance of literary analysis to teaching literature in the EFL Classroom. English Teaching Forum, 47(3), 2-9. Warner Bros. Pictures. (2017, December 10). READY PLAYER ONE - Official Trailer 1 [HD] [Video]. YouTube. https://www.youtube.com/watch?v=cSp1dM2Vj48 46 Universidad de Valladolid Lucía Pérez Iglesias 47 Universidad de Valladolid Lucía Pérez Iglesias Annexes Annex 1. Materials for the first term  48 Universidad de Valladolid Lucía Pérez Iglesias Co-evaluation rating scale: https://docs.google.com/forms/d/e/1FAIpQLSe_BmIImH46HRJ9- fT2DzNNXMNKUH4xPjKC9o8HrOeR3k5clg/viewform?usp=sf_link Marking rubric for the teacher: INDICATORS for the WRITING task 1. LOW PERFORMANCE 2. THERE’S ROOM FOR IMPROVEMENT 3. YOU ARE GOOD AT WHAT YOU DO 4. OUTSTANDING! Writes a text with an accurate length. 15% Writes a text with an inaccurate length of fewer than 8 0 words. Writes a text with an inaccurate length of more than 10 0 words. Writes a text with a less accurate length using a minimum of 70 words and a maximum of 110 words. Writes a text with an accurate length: from 80 words to 10 0 words. Writes a review with a clear structure. 20% Writes a review with a nonclear structure. The arrangement of the review is less than clear but there are some digressions. The overall arrangement is logical but can occasionally be difficult to follow. Writes a clearly structured review. Writes a review with coherence and cohesion 15% The review does not make sense. There is no coherence of ideas nor cohesion in sentences. The review does not have coherence (paragraph to paragraph) and cohesion (sentence to sentence), it is difficult to follow the review . The review has coherence and cohesion but it does not demonstrate with appropriate transitions or other devices. Coherence and cohesion demonstrated with appropriate transitions or other devices. Overall correct use of grammar Has ten or more grammar errors. There are fewer than ten grammar There are fewer than five grammar errors. There are not grammar errors. 49 Universidad de Valladolid Lucía Pérez Iglesias 25% errors. Selects and uses specialized lexicon: using connectors relevant to the communicative situation without making spelling errors. 25% Sentences have more than ten errors in spelling, capitals, punctuation and end marks. Sentences have fewer than ten errors in spelling, capitals, punctuation and end marks. Sentences have fewer than five errors in spelling, capitals, punctuation and end marks. All sentences use correct spelling, capitals, punctuation, and end marks. TOTAL /10 50 Universidad de Valladolid Lucía Pérez Iglesias Annex 2. Materials for the second term Adapted from: https://medium.com/digital-culture-2018/identity-tourism-in-ready-player-one- 1b2931a54853 51 Universidad de Valladolid Lucía Pérez Iglesias  https://create.kahoot.it/share/sesion-3-reading-comprehension/24936947-190b-44b8-934d- 58 Universidad de Valladolid Lucía Pérez Iglesias Competencia digital/Digital competence (CD) 59 Universidad de Valladolid Lucía Pérez Iglesias Competencia personal, social y de aprender a aprenderPersonal, social and learning to learn competencias (CPSAA)  60 Universidad de Valladolid Lucía Pérez Iglesias Competencia ciudadana/Citizenship competence (CC)  61 Universidad de Valladolid Lucía Pérez Iglesias Competencia en conciencia y expresión culturales/ Competence in Cultural Awareness and Expression (CCEC) 62 Universidad de Valladolid Lucía Pérez Iglesias 63 Universidad de Valladolid Lucía Pérez Iglesias -Contents 64 Universidad de Valladolid Lucía Pérez Iglesias