9780131999756

Intended for current and future foreign language teaching professionals, volumes in theTheory and Practice in Second Language Classroom Instructionseries 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. Teaching Literature in the Languagesdelves into the various aspects of teaching literature successfully from planning to engaging students.

Born in Maryland but growing up mainly in Southern California, where she first learned Spanish from her neighbors, Kimberly Nance earned a BA in the Teaching of Spanish, MA in Hispanic Literature, and PhD in Latin American Literature from the University of Illinois at Urbana - Champaign. Currently she directs the Graduate School at Illinois State University, where she is a Professor of Latin American Literature in the Department of Languages, Literatures & Cultures as well as a former department chair. From 2000 - 2005 she served on the MLA Executive Committee for the Division on the Teaching of Literature. She has also chaired Midwest MLA divisions on History of Critical Reception, Latin American Literature, Short Story, Peace Literature &

Pedagogy, and Multicultural Literature in the Classroom. Her 3 books, 25 articles, and 64 conference papers span a range of topics on literature, culture, and teaching. Her recent book Can Literature Promote Justice? (Vanderbilt) was honored with an American Library Association Choice award.

Preface	p. x
Acknowledgments	p. xiv
Classroom and Cultural Contexts for the Teaching of Literature
Why Should Language Students Study Literature?	p. 1
Overview	p. 1
Literature Fosters Critical Thinking	p. 3
Literature Promotes Cross-Cultural Understanding and Ethical Engagement	p. 4
Literature Encourages intellectual Exploration	p. 5
Literature Offers Unique Benefits to Students of Languages	p. 5
Literature in the ACTFL Proficiency Guidelines and the National Standards for Foreign Language Learning	p. 8
Cui bono! Questions on Literature's Benefits for Language Students	p. 10
Expanding the Literary Circle	p. 14
Teaching Students to Care About Literature	p. 15
Conclusion	p. 16
Chapter Review	p. 17
Questions for Reflection and Discussion	p. 17
Suggestions for Additional Reading	p. 18
What Do Language Students Bring to the Literature Classroom? Knowledge, Skills, Attitudes, and Expectations	p. 19
Overview	p. 19
What Is Student Engagement, and Why Is It So Important for Literature in the Languages?	p. 20
What Happens to Literature Students Who Are Not Engaged?	p. 25
Literature in the Language Curriculum: Demanding a Leap from Beginner to Expert?	p. 34
Culture Shock in the Literature Classroom	p. 35
Conclusion	p. 35
Chapter Review	p. 36
Questions for Reflection and Discussion	p. 37
Suggestions for Additional Reading	p. 38
What Do Teachers Bring to Literature Classes in the Languages? Knowledge, Skills, Attitudes, and Expectations	p. 39
Overview	p. 39
How Literature Teachers Think	p. 41
Disciplinary Culture: An Obstacle to Effective Teaching?	p. 47
Concepts of Class Participation in Language and Literature: Practice vs. Recitation	p. 48
"Different from Measurable Time and Space": How Engagement and Disaffection Affect Teachers' Perception of Time Spent on Students	p. 50
Journey to the Bottom of the Class: Accounts from Academic Travelers	p. 51
Potential Reservations About the Project of Teaching for Engagement	p. 52
Conclusion	p. 53
Chapter Review	p. 54
Questions for Reflection and Discussion	p. 54
Suggestions for Additional Reading	p. 55
Expanding the Community of Readers: Promoting Engagement in Second Language Literature Classes
Terms of Engagement in the Literature Classroom: Practice and Theory	p. 56
Overview	p. 56
Engagement in Practice and Theory	p. 57
Discussion as a Practical Opening to the Cycle of Engagement	p. 61
Engagement and Reading	p. 65
Reading for Engagement: Rethinking the Model of Literary Reading	p. 68
Teaching for Engagement: A Spiral of Literary Catch and Release	p. 71
Conclusion	p. 74
Chapter Review	p. 75
Questions for Reflection and Discussion	p. 75
Suggestions for Additional Reading	p. 76
Assembling the Tools: Equipping Students to Read Literary Texts	p. 77
Overview	p. 77
News About Literature, News of Themselves: Introducing Literature in the Languages	p. 78
Content Planning for the Reading Cycle	p. 82
Planning Class Activities for Engagement: General Principles	p. 87
Activities for Stage 1: Assembling the Tools	p. 88
Conclusion	p. 97
Chapter Review	p. 97
Questions for Reflection and Discussion	p. 97
Suggestions for Additional Reading	p. 98
Coming to Terms with the Literary Text: Reading for Engagement	p. 99
Overview	p. 99
Research Findings on Development of Reading Proficiency	p. 100
Helping Students Get Up To Speed	p. 102
Explicit Instruction on Reading Strategies	p. 105
Judicious Use of Dictionaries and Annotation	p. 106
The Role of Executive Function and Motivation in Developing Reading Proficiency	p. 106
Activities for Stage 2: Coming to Terms With the Text	p. 107
Fostering the Habits of Reading: The Importance of Daily Accountability	p. 111
Making Expectations Expiicit	p. 113
Class Activities After Reading	p. 114
Conclusion	p. 117
Chapter Review	p. 117
Questions for Reflection and Discussion	p. 118
Suggestions for Additional Reading	p. 118
From Literary Analysis and Argument Toward Independent Reading	p. 119
Overview	p. 119
The Mysterious Art of Literary Analysis: Parallel Frustrations of Students and Teachers	p. 119
Activities for Stage 3: Literary Analysis and Argument	p. 121
Teaching Students How to Argue about Literature	p. 121
From Reading to Writing	p. 127
Activities for Stage 4: Toward Independent Reading	p. 134
Conclusion	p. 136
Chapter Review	p. 137
Questions for Reflection and Discussion	p. 138
Suggestions for Additional Reading	p. 138
Composing and Conducting a Class: Ethics and Mechanics	p. 139
Overview	p. 139
Composing a Class	p. 139
Acknowledging the Ethical Potential of Literature	p. 145
Conducting Class for Engagement: Everyday Ethics and Mechanics	p. 149
Conclusion	p. 162
Chapter Review	p. 163
Questions for Reflection and Discussion	p. 163
Suggestions for Additional Reading	p. 164
Larger Contexts and Long Range Planning
Literature in the Language Curriculum: Structures and Articulation	p. 165
Overview	p. 165
Understanding the Gap Between Literature and Language: Historical Perspective	p. 166
Possible Directions for the Future Relationship Between Language Instruction and Literature in the Languages	p. 173
Language to Literature May Not Be the Program's Only Gap	p. 184
Addressing the Needs of Transfer Students	p. 185
Longer-Range Planning: Improving the Preparation of Future Students	p. 185
Conclusion	p. 186
Chapter Review	p. 186
Questions for Reflection and Discussion	p. 187
Suggestions for Additional Reading	p. 187
Accountability and Engagement: Grading, Evaluation, and Assessment	p. 189
Overview	p. 189
The Role of Grades in Teaching for Engagement	p. 189
Evaluation of Teachers	p. 192
Assessment of Courses and Programs	p. 204
Conclusion	p. 209
Chapter Review	p. 209
Questions for Reflection and Discussion	p. 209
Suggestions for Additional Reading	p. 210
Preparation and Support for Literature Teachers	p. 211
Overview	p. 211
Preparing Literature Teachers in the Languages: The State of the Art	p. 212
Preparing Literature Teachers to Engage MoreStudents	p. 213
Encouraging Literature Majors to Address a FundamentalQuestion	p. 216
Designing Teacher Preparation Courses for Literature Students	p. 217
Beyond the Typical Educational Psychology Class: New Ways to Think about Teaching	p. 219
Paying Attention to the Literary Preparation of LanguageTeachers	p. 220
Support for Experienced Teachers	p. 221
Journals and Other Resources on Teaching Literature in the Languages	p. 222
Conclusion	p. 223
Chapter Review	p. 223
Questions for Reflection and Discussion	p. 224
Suggestions for Additional Reading	p. 225
Works Cited	p. 226
ACTFL Proficiency Guidelines: Reading	p. 238
Sample Statement on Academic Integrity	p. 241
Sample Syllabus	p. 243
Credits	p. 248
Index	p. 253
Table of Contents provided by Ingram. All Rights Reserved.

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Teaching Literature in the Languages

Teaching Literature in the Languages

0131999753

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