Teaching Literature in the Languages Book

Preface x

Acknowledgments xiv

Part 1 Classroom and Cultural Contexts for the Teaching of Literature

Chapter 1 Why Should Language Students Study Literature? 1

Overview 1

Literature Fosters Critical Thinking 3

Literature Promotes Cross-Cultural Understanding and Ethical Engagement 4

Literature Encourages intellectual Exploration 5

Literature Offers Unique Benefits to Students of Languages 5

Literature in the ACTFL Proficiency Guidelines and the National Standards for Foreign Language Learning 8

Cui bono! Questions on Literature's Benefits for Language Students 10

Expanding the Literary Circle 14

Teaching Students to Care About Literature 15

Conclusion 16

Chapter Review 17

Questions for Reflection and Discussion 17

Suggestions for Additional Reading 18

Chapter 2 What Do Language Students Bring to the Literature Classroom? Knowledge, Skills, Attitudes, and Expectations 19

Overview 19

What Is Student Engagement, and Why Is It So Important for Literature in the Languages? 20

What Happens to Literature Students Who Are Not Engaged? 25

Literature in the Language Curriculum: Demanding a Leap from Beginner to Expert? 34

Culture Shock in the Literature Classroom 35

Conclusion 35

Chapter Review 36

Questions for Reflection and Discussion 37

Suggestions for Additional Reading 38

Chapter 3 What Do Teachers Bring to Literature Classes in the Languages? Knowledge, Skills, Attitudes, and Expectations 39

Overview 39

How Literature Teachers Think 41

Disciplinary Culture: An Obstacle to Effective Teaching? 47

Concepts of Class Participation in Language and Literature: Practice vs. Recitation 48

"Different from Measurable Time andSpace": How Engagement and Disaffection Affect Teachers' Perception of Time Spent on Students 50

Journey to the Bottom of the Class: Accounts from Academic Travelers 51

Potential Reservations About the Project of Teaching for Engagement 52

Conclusion 53

Chapter Review 54

Questions for Reflection and Discussion 54

Suggestions for Additional Reading 55

Part 2 Expanding the Community of Readers: Promoting Engagement in Second Language Literature Classes

Chapter 4 Terms of Engagement in the Literature Classroom: Practice and Theory 56

Overview 56

Engagement in Practice and Theory 57

Discussion as a Practical Opening to the Cycle of Engagement 61

Engagement and Reading 65

Reading for Engagement: Rethinking the Model of Literary Reading 68

Teaching for Engagement: A Spiral of Literary Catch and Release 71

Conclusion 74

Chapter Review 75

Questions for Reflection and Discussion 75

Suggestions for Additional Reading 76

Chapter 5 Assembling the Tools: Equipping Students to Read Literary Texts 77

Overview 77

News About Literature, News of Themselves: Introducing Literature in the Languages 78

Content Planning for the Reading Cycle 82

Planning Class Activities for Engagement: General Principles 87

Activities for Stage 1: Assembling the Tools 88

Conclusion 97

Chapter Review 97

Questions for Reflection and Discussion 97

Suggestions for Additional Reading 98

Chapter 6 Coming to Terms with the Literary Text: Reading for Engagement 99

Overview 99

Research Findings on Development of Reading Proficiency 100

Helping Students Get Up To Speed 102

Explicit Instruction on Reading Strategies 105

Judicious Use of Dictionaries and Annotation 106

The Role of Executive Function and Motivation in Developing Reading Proficiency 106

Activities for Stage 2: Coming to Terms With the Text 107

Fostering the Habits of Reading: The Importance of Daily Accountability 111

Making Expectations Expiicit 113

Class Activities After Reading 114

Conclusion 117

Chapter Review 117

Questions for Reflection and Discussion 118

Suggestions for Additional Reading 118

Chapter 7 From Literary Analysis and Argument Toward Independent Reading 119

Overview 119

The Mysterious Art of Literary Analysis: Parallel Frustrations of Students and Teachers 119

Activities for Stage 3: Literary Analysis and Argument 121

Teaching Students How to Argue about Literature 121

From Reading to Writing 127

Activities for Stage 4: Toward Independent Reading 134

Conclusion 136

Chapter Review 137

Questions for Reflection and Discussion 138

Suggestions for Additional Reading 138

Chapter 8 Composing and Conducting a Class: Ethics and Mechanics 139

Overview 139

Composing a Class 139

Acknowledging the Ethical Potential of Literature 145

Conducting Class for Engagement: Everyday Ethics and Mechanics 149

Conclusion 162

Chapter Review 163

Questions for Reflection and Discussion 163

Suggestions for Additional Reading 164

Part 3 Larger Contexts and Long Range Planning

Chapter 9 Literature in the Language Curriculum: Structures and Articulation 165

Overview 165

Understanding the Gap Between Literature and Language: Historical Perspective 166

Possible Directions for the Future Relationship Between Language Instruction and Literature in the Languages 173

Language to Literature May Not Be the Program's Only Gap 184

Addressing the Needs of Transfer Students 185

Longer-Range Planning: Improving the Preparation of Future Students 185

Conclusion 186

Chapter Review 186

Questions for Reflection and Discussion 187

Suggestions for Additional Reading 187

Chapter 10 Accountability and Engagement: Grading, Evaluation, and Assessment 189

Overview 189

The Role of Grades in Teaching for Engagement 189

Evaluation of Teachers 192

Assessment of Courses and Programs 204

Conclusion 209

Chapter Review 209

Questions for Reflection and Discussion 209

Suggestions for Additional Reading 210

Chapter 11 Preparation and Support for Literature Teachers 211

Overview 211

Preparing Literature Teachers in the Languages: The State of the Art 212

Preparing Literature Teachers to Engage MoreStudents 213

Encouraging Literature Majors to Address a FundamentalQuestion 216

Designing Teacher Preparation Courses for Literature Students 217

Beyond the Typical Educational Psychology Class: New Ways to Think about Teaching 219

Paying Attention to the Literary Preparation of LanguageTeachers 220

Support for Experienced Teachers 221

Journals and Other Resources on Teaching Literature in the Languages 222

Conclusion 223

Chapter Review 223

Questions for Reflection and Discussion 224

Suggestions for Additional Reading 225

Works Cited 226

ACTFL Proficiency Guidelines: Reading 238

Sample Statement on Academic Integrity 241

Sample Syllabus 243

Credits 248

Index 253