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| Preface | |
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| Acknowledgments | |
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| Classroom and Cultural Contexts for the Teaching of Literature | |
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| Why Should Language Students Study Literature? | |
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| Overview | |
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| Literature Fosters Critical Thinking | |
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| Literature Promotes Cross-Cultural Understanding and Ethical Engagement | |
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| Literature Encourages intellectual Exploration | |
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| Literature Offers Unique Benefits to Students of Languages | |
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| Literature in the ACTFL Proficiency Guidelines and the National Standards for Foreign Language Learning | |
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| Cui bono! Questions on Literature's Benefits for Language Students | |
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| Expanding the Literary Circle | |
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| Teaching Students to Care About Literature | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| What Do Language Students Bring to the Literature Classroom? Knowledge, Skills, Attitudes, and Expectations | |
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| Overview | |
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| What Is Student Engagement, and Why Is It So Important for Literature in the Languages? | |
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| What Happens to Literature Students Who Are Not Engaged? | |
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| Literature in the Language Curriculum: Demanding a Leap from Beginner to Expert? | |
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| Culture Shock in the Literature Classroom | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| What Do Teachers Bring to Literature Classes in the Languages? Knowledge, Skills, Attitudes, and Expectations | |
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| Overview | |
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| How Literature Teachers Think | |
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| Disciplinary Culture: An Obstacle to Effective Teaching? | |
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| Concepts of Class Participation in Language and Literature: Practice vs. Recitation | |
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| "Different from Measurable Time and Space": How Engagement and Disaffection Affect Teachers' Perception of Time Spent on Students | |
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| Journey to the Bottom of the Class: Accounts from Academic Travelers | |
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| Potential Reservations About the Project of Teaching for Engagement | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| Expanding the Community of Readers: Promoting Engagement in Second Language Literature Classes | |
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| Terms of Engagement in the Literature Classroom: Practice and Theory | |
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| Overview | |
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| Engagement in Practice and Theory | |
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| Discussion as a Practical Opening to the Cycle of Engagement | |
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| Engagement and Reading | |
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| Reading for Engagement: Rethinking the Model of Literary Reading | |
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| Teaching for Engagement: A Spiral of Literary Catch and Release | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| Assembling the Tools: Equipping Students to Read Literary Texts | |
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| Overview | |
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| News About Literature, News of Themselves: Introducing Literature in the Languages | |
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| Content Planning for the Reading Cycle | |
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| Planning Class Activities for Engagement: General Principles | |
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| Activities for Stage 1: Assembling the Tools | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| Coming to Terms with the Literary Text: Reading for Engagement | |
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| Overview | |
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| Research Findings on Development of Reading Proficiency | |
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| Helping Students Get Up To Speed | |
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| Explicit Instruction on Reading Strategies | |
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| Judicious Use of Dictionaries and Annotation | |
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| The Role of Executive Function and Motivation in Developing Reading Proficiency | |
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| Activities for Stage 2: Coming to Terms With the Text | |
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| Fostering the Habits of Reading: The Importance of Daily Accountability | |
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| Making Expectations Expiicit | |
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| Class Activities After Reading | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| From Literary Analysis and Argument Toward Independent Reading | |
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| Overview | |
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| The Mysterious Art of Literary Analysis: Parallel Frustrations of Students and Teachers | |
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| Activities for Stage 3: Literary Analysis and Argument | |
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| Teaching Students How to Argue about Literature | |
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| From Reading to Writing | |
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| Activities for Stage 4: Toward Independent Reading | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| Composing and Conducting a Class: Ethics and Mechanics | |
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| Overview | |
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| Composing a Class | |
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| Acknowledging the Ethical Potential of Literature | |
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| Conducting Class for Engagement: Everyday Ethics and Mechanics | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| Larger Contexts and Long Range Planning | |
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| Literature in the Language Curriculum: Structures and Articulation | |
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| Overview | |
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| Understanding the Gap Between Literature and Language: Historical Perspective | |
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| Possible Directions for the Future Relationship Between Language Instruction and Literature in the Languages | |
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| Language to Literature May Not Be the Program's Only Gap | |
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| Addressing the Needs of Transfer Students | |
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| Longer-Range Planning: Improving the Preparation of Future Students | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| Accountability and Engagement: Grading, Evaluation, and Assessment | |
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| Overview | |
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| The Role of Grades in Teaching for Engagement | |
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| Evaluation of Teachers | |
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| Assessment of Courses and Programs | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| Preparation and Support for Literature Teachers | |
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| Overview | |
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| Preparing Literature Teachers in the Languages: The State of the Art | |
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| Preparing Literature Teachers to Engage MoreStudents | |
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| Encouraging Literature Majors to Address a FundamentalQuestion | |
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| Designing Teacher Preparation Courses for Literature Students | |
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| Beyond the Typical Educational Psychology Class: New Ways to Think about Teaching | |
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| Paying Attention to the Literary Preparation of LanguageTeachers | |
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| Support for Experienced Teachers | |
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| Journals and Other Resources on Teaching Literature in the Languages | |
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| Conclusion | |
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| Chapter Review | |
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| Questions for Reflection and Discussion | |
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| Suggestions for Additional Reading | |
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| Works Cited | |
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| ACTFL Proficiency Guidelines: Reading | |
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| Sample Statement on Academic Integrity | |
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| Sample Syllabus | |
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| Credits | |
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| Index | |