Teaching Literature in the Languages

ISBN-10: 0131999753

ISBN-13: 9780131999756

Edition: 2010

Authors: Judith E. Liskin-Gasparro, Manel Lacorte, Kimberly A. Nance

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Description:

Intended for current and future foreign language teaching professionals, volumes in the "Theory and Practice in Second Language Classroom Instruction "series examine issues in teaching and learning in language classrooms. The topics selected and the discussions of them draw in principled ways on theory and practice in a range of fields, including second language acquisition, foreign language education, educational policy, language policy, linguistics, and other areas of applied linguistics.
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Book details

Copyright year: 2010
Publisher: Prentice Hall PTR
Publication date: 9/29/2009
Binding: Paperback
Pages: 256
Size: 6.00" wide x 8.75" long x 0.50" tall
Weight: 0.638
Language: English

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