Literature teaching remains central to the teaching of English around the world. This edited text brings together expert global figures under the banner of the International Federation for the Teaching of English (IFTE). The book captures a state-of-the-art snapshot of leading trends in current literature teaching, as well as detailing predicted trends for the future. The expert scholar and leading teacher contributors, coming from a wide range of countries with fascinatingly diverse approaches to literature teaching, cover a range of central and fundamental topics: literature and diversity; digital literatures; pedagogy and reader response; mother tongues; the business of reading; publishers, adolescent fiction and censorship; assessing responses to literature; the changing definitions of literature and multimodal texts. The collection reviews the consistently important place of literature in the education of young people and provides international evidence of its enduring value and contribution to education, resisting the functionalist and narrowly nationalist perspectives of misguided government authorities. International Perspectives on the Teaching of Literature in Schools will be of value to researchers, PhD students, literature scholars, practitioners, teacher educators, teachers and all those in the extensive academic community interested in English and literacy around the world.
This volume explores the theories and methodologies that help us to learn more about readers. It presents a comprehensive review of the major research theories on response, and the current techniques and methodologies for carrying out research. Organized into three parts-theories of response, ways to study response, and ways to study classroom instruction in literature-it will be of interest to a variety of audiences including teachers of literature, teacher training, supervision, curriculum and program evaluation, psychometrics, linguistics, discourse theory, computer science, cognitive psychology, and developmental psychology.
This book is part of a series which is concerned with teaching techniques and problems at a practical level, providing teachers with guidance and assistance in the classroom. This volume examines the place of literature in the EFL classroom and contains suggestions for activities designed to stimulate an interest in literature among the students. Both beginners and advanced classes are catered for, and there is a section on the place of literature in the curriculum, and suggestions on the way in which texts should be chosen and courses structured in order to evoke the most positive and interested response from pupils.
This book investigates the role of the idea of the literary canon in the teaching of literature, especially in colleges and secondary schools in the United States. Before the term "canon" was widely used in literary studies, which occurred in the second half of 20th century when the canon was first seriously viewed as politically and culturally problematic, the idea that some literary texts were more worthy of being studied than others existed since the beginning of the discipline of the teaching of literature in the 1800s. The concept of the canon, however, extends as far back as to Ancient Greece and its meaning has evolved over time. Thus, this book charts the changing meaning of the idea of the literary canon, examining its influence specifically in the teaching of literature from the beginning of the field to the 21st century. To explain how the literary canon and the teaching of literature have changed over time and continue to change, this book constructs a theory of canon formation based on the ideas of Michel Foucault and the assemblage theory of Manuel DeLanda, illustrating that the literary canon, while frequently contested, is integral to the teaching of literature yet changes as the teaching of literature changes.
Teaching Literature is an inspirational guidebook for all teachers of English and American literature in higher education. Written by leading academic, prolific author and cultural journalist, Elaine Showalter Original and provocative reflections on teaching literature in higher education Encourages teachers to make their classroom practice intellectually exciting Wide-ranging - covers the practical, theoretical, and methodological aspects of teaching literature Highly practical - employs real examples from real classes and careers throughout Draws on 40 years of international teaching experience
Teaching English Literature 16 – 19 is an essential new resource that is suitable for use both as an introductory guide for those new to teaching literature and also as an aid to reflection and renewal for more experienced teachers. Using the central philosophy that students will learn best when actively engaged in discussion and encouraged to apply what they have learnt independently, this highly practical new text contains: discussion of the principles behind the teaching of literature at this level; guidelines on course planning, pedagogy, content and subject knowledge; advice on teaching literature taking into account a range of broader contexts, such as literary criticism, literary theory, performance, publishing, creative writing and journalism; examples of practical activities, worksheets and suggestions for texts; guides to available resources. Aimed at English teachers, teacher trainees, teacher trainers and advisors, this resource is packed full of new and workable ideas for teaching all English literature courses.
Working on the assumptions that literature should be presented to students in ways that will help them to experience the literary work rather than merely to think about it and that the teaching of literature ought to grow out of the teacher's and student's reading of it, this book is divided into two sections. The first section describes the nature of literary experience and the kinds of approaches that different readers take to literature in order to attain that experience; and the second section applies this background to the teaching of specific works. Chapters in the first section examine literature as an event, an object, and a message; what constitutes good reading; and teaching methods that should be used to present literature aesthetically. Specific works discussed in the second section include Keats's "To Autumn," Cather's "Paul's Case," Twain's "Huckleberry Finn," and Shakespeare's "Othello." (HOD)
This collections of essays is a reprint of a special issue of the Journal of English and Foreign Languages on Teaching Literature . The contributions to this anthology reflect the debate in the thinking about English/ Literary Studies. It discusses the refiguring of internationalism in the context of a new global order.
From plays to poetry, Le Petit Nicolas to the Association for Language Learning (ALL) Literature wiki, this book shows trainee teachers of MFL, teachers in schools, teacher educators, how literature can be an essential tool for developing students' cultural awareness as well as language skills. With contributions from Ruth Heilbronn, Jane Jones and other leading scholars, it covers a wide range of approaches including looking at how to support students to develop the skills they need to read and discuss texts, and how to use stories as a pedagogic tool, rather than just a way to develop reading skills. Examples of teaching French, German, Japanese, Mandarin and Spanish are used throughout, but the book draws together resources and strategies for use in teaching all modern foreign languages. Supporting students to develop into creative, reflective teachers, this book offers support for readers to develop their own tasks for their pupils and questions throughout to keep them engaged and encouraging them to critically engage with the content. Seemingly daunting articles are made much more approachable for readers with windows on research which provide a summary of relevant research papers, with full reference details for follow up.
'It is scarcely possible to imagine a truly educated person who cannot read well. Yet it is not clear how or even if courses in literature actually work. How can teachers of English help students in their developmental journey toward becoming skillful readers and educated persons? This is the complex question that Chambers and Gregory address in Teaching and Learning English Literature. The authors consider practical matters such as course design and student assessment but do not shirk larger historical and theoretical issues. In a lucid and non-polemical fashion - and occasionally with welcome humor - Chambers and Gregory describe the what, why, and how of "doing" literature, often demonstrating the techniques they advocate. Veteran teachers will find the book rejuvenating, a stimulus to examining purposes and methods; beginning teachers may well find it indispensable' - Professor William Monroe, University of Houston 'The transatlantic cooperation of Ellie Chambers and Marshall Gregory has produced an outstanding book that ought to be on the shelves of anyone involved in the teaching of English Literature, as well as anyone engaged in the scholarship of teaching and learning in general or in any discipline. As they say, "the teaching of English Literature plays a central role in human beings' search for meaning" although others in other disciplines may make this claim for theirs too. If so, they will still learn a great deal from this book; anyone looking for no more than a means of satisfying the demands of governments that look for simplistic quality measures and economic relevance, let them look elsewhere. This is a book for now and for all times' - Professor Lewis Elton, Visiting Professor, University of Manchester, Honorary Professor, University College London This is the third in the series Teaching and Learning the Humanities in Higher Education. The book is for beginning and experienced teachers of literature in higher education. The authors present a comprehensive overview of teaching English literature, from setting teaching goals and syllabus-planning through to a range of student assessment strategies and methods of course or teacher evaluation and improvement. Particular attention is paid to different teaching methods, from the traditional classroom to newer collaborative work, distance education and uses of electronic technologies. All this is set in the context of present-day circumstances and agendas to help academics and those in training become more informed and better teachers of their subject. The book includes: - how literature as a discipline is currently understood and constituted - what it means to study and learn the subject - what 'good teaching' is, with fewer resources for teaching, larger student numbers, an emphasis on 'user-pay' principles and vocationalism. This is an essential text for teachers of English Literature in universities and colleges worldwide. The Teaching & Learning in the Humanities series, edited by Ellie Chambers and Jan Parker, is for beginning and experienced lecturers. It deals with all aspects of teaching individual arts and humanities subjects in higher education. Experienced teachers offer authoritative suggestions on how to become critically reflective about discipline-specific practices.
With 65 Fresh Mentor Texts from Dave Eggers, Nikki Giovanni, Pat Conroy, Jesus Colon, Tim O'Brien, Judith Ortiz Cofer, and Many More
Author: Harvey Daniels
Publisher: Heinemann Educational Books
"The experiences provided in these 37 lessons parallel the readings and tasks recommended by the Common Core State Standards. The main difference is that our lessons put student curiosity and engagement first." -Harvey "Smokey" Daniels and Nancy Steineke In this highly anticipated follow-up to Texts and Lessons for Content-Area Reading, Harvey "Smokey" Daniels and Nancy Steineke share their powerful strategies for engaging students in challenging, meaningful reading of fiction and poetry using some of their favorite short, fresh texts-or, as they put it, "full-strength adult literature that gives us English majors a run for our interpretive money- but is still intriguing enough to keep teen readers digging and thinking." Use the 37 innovative, step-by-step, common-core-correlated lessons with the reproducible texts provided, with selections from your literature textbook, or with your own best-loved texts to teach close reading skills and deep comprehension strategies. Give students opportunities to read and synthesize across texts with the 8 thematic text set lessons provided, or use the model unit outlines for using the lessons with The Giver, To Kill a Mockingbird, and The Great Gatsby as springboards for planning your own novel studies. Better Together! Used together, Texts and Lessons for Teaching Literature and Texts and Lessons for Content-Area Reading give you all the lesson ideas you need for all text types. Save 15% when you buy them together in a Texts and Lessons Bundle.
This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. Teaching Literature to Adolescents – a totally new text that draws on ideas from the best selling textbook, Teaching Literature in the Secondary School, by Beach and Marshall – reflects and builds on recent key developments in theory and practice in the field, including: the importance of providing students with a range of critical lenses for analyzing texts and interrogating the beliefs, attitudes, and ideological perspectives encountered in literature; organization of the literature curriculum around topics, themes, or issues; infusion of multicultural literature and emphasis on how writers portray race, class, and gender differences; use of drama as a tool for enhancing understanding of texts; employment of a range of different ways to write about literature; integration of critical analysis of film and media texts with the study of literature; blending of quality young adult literature into the curriculum; and attention to students who have difficulty succeeding in literature classes due to reading difficulties, disparities between school and home cultures, attitudes toward school/English, or lack of engagement with assigned texts or response activities. The interactive Web site contains recommended readings, resources, and activities; links to Web sites and PowerPoint presentations; and opportunities for readers to contribute teaching units to the Web site databases. Instructors and students in middle and high school English methods courses will appreciate the clear, engaging, useful integration of theory, methods, and pedagogical features offered in this text.
How does one keep classic books alive for young people today and teach them that literature is instructional and delightful? How does the teacher foster a classroom environment that encourages student participation and promotes enjoyment so that teenagers learn to appreciate literary study? More specifically, how can teachers cover centuries of American literature with students who dont appreciate why they should read material written centuries ago about people and issues that appear to be irrelevant to life today in a language that seems esoteric? The author of this series of high school teaching guides addresses these issues. How to Teach American Literature: A Practical Teaching Guide provides a detailed resource for teachers or anyone interested in an in-depth study of the subject. This second book in the series covers American literature from the Puritan era to contemporary works. Included are suggestions for cultivating a love for literature, teaching techniques, detailed analyses of each work, questions for review and test questions with suggested responses, essay topics, audiovisual aids, classroom handouts, and recommended books that enhance teaching. The author emphasizes two basic reasons for teaching literature: it is instructional and delightful. This book provides a comprehensive methodology for teaching the subject that a teacher could apply to one years lesson plans without further investment in time. Elizabeth McCallum Marlow has developed quality comprehensive guides for the teaching community based on her thirty-five years of experience and her passion for literature. Teaching professionals will find her tried and true practices to be invaluable. Johnathan Arnold, MBA, M.Ed, D.Ed.Min Headmaster Covenant Christian Academy, Cumming, GA
Language and literature teaching are a keystone in the age of STEM, especially when dealing with minority communities. Practical methodologies for language learning are essential for bridging the cultural gap. Teaching Language and Literature On and Off-Canon is a critical research publication that provides a multidisciplinary, multimodal, and heterogenous perspectives on the applications of language learning and teaching practices for commonly studied languages, such as Spanish, English, and French, and less-studied languages, such as Latin, Gaelic, and ancient Semitic languages. Highlighting topics such as language acquisition, artistic literature, and minority languages, this book is essential for language teachers, linguists, academicians, curriculum designers, policymakers, administrators, researchers, and students.
Opening Textsis a book for classroom teachers who have been frustrated by their students' inability to respond critically to literature. Without being prescriptive, Kathleen Andrasick offers a flexible model of a collaborative, interactive classroom that can be readily applied to a teacher's particular needs and students. She gives concrete examples of lessons and student work that show ways in which students can engage with literary texts and then distance themselves in order to act critically. She provides both theory and practice based on success with real students in real classroom situations. Opening Textsis not a collection of formulas, but a presentation of the best we know about how readers and writers make meanings. It is written for secondary and college teachers who want a practical model for their classrooms.
This book focuses on the relationship of language and literature in the context of the classroom. It examines both the language of literature as it occurs in a variety of texts from different genres and the language of the classroom as teachers and learners respond in speech and writing to those texts.