Approach
A practice-oriented activity sequence informed by fan cultures, play and bridging activities.
Main ideas
- Meme composition makes learners’ interests, language experiences and prospective teacher identities available for discussion.
- The sequence creates opportunities for discourse choices and reflection on writing and digital literacies.
An adaptable pedagogical sequence; outcomes should be evaluated in the setting where it is used.
How this work can be used
Use the chapter to plan or adapt a meme-based narrative task, connecting composition, presentation and reflective discussion with a course’s language and teacher-education goals.
Cite this chapter
Vazquez-Calvo, B. & York, J. (2024). Fan and Ludic Practices for Enhancing EFL Writing and Reflection. In J. S. Lee, D. Zou, & M. M. Gu (Eds.), Technology and English Language Teaching in a Changing World: A Practical Guide for Teachers and Teacher Educators (pp. 157–171). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51540-8_12
Publication details and access links checked 2026-10-07. Source record.