Description
Book SynopsisThis volume brings together work by renowned scholars in the field of foreign/second/heritage languages and literatures who employ a variety of scholarly tools to examine opportunities associated with literature as a force for rehumanizing and invigorating target language (TL) education in the 21st century. Offering viable avenues for reconciling historic differences between language pedagogues and literature educators, their work demonstrates that language pedagogy and literary studies are not divergent or competing disciplines separated by firm barriers, but rather convergent, interdependent, mutually beneficial, and genuinely complementary areas of inquiry.
Each chapter foregrounds the multilayered value of target language literary education, aligning it with competencies that reside at the core of broader contemporary educational and societal priorities and aspirations. The contributors connect literature education to a wide array of goals, including not only literacy, com
Trade Review
“Rehumanizing the Language Curriculum is an ambitious, wide-ranging, yet readable collection of chapters which makes us rediscover the role of literature in language education. Addressing current issues such as intercultural communication, ecology, and diversity, this book proves the practicality and versatility of literature. In the gloomy educational environment in which pedagogical effects are mistakenly visualized statistically, uniformly, or even financially, the multifaceted approaches illustrated in this volume are a must for language teachers and scholars in any context.” —Masayuki Teranishi, University of Hyogo, Japan
“Rehumanizing the Language Curriculum should be compulsory reading for educators wishing to integrate language and literature teaching. This is a welcome and much needed contribution to rehumanizing language education in the 21st century.” —Werner Delanoy, University of Klagenfurt
Table of Contents
List of Figures – List of Tables – Megan M. Echevarría: Introduction: Reconcilable Differences – Claire Kramsch: Poetic Equivalence: Key to the Development of Symbolic Competence – Guy Cook: On the Recitation of Poetry by Language Learners – Geoff Hall: Literature for Diversity in Formal Foreign Language Learning – Per Urlaub: Literary Reading in the Second Language: Blending Perspectives from Applied Linguistics and Literary Theory – Janice Bland: Deep Reading for In- Depth Learning – Elizabeth Bernhardt: Understanding Literary Texts in a Second Language: Instances of Advanced and Superior Comprehension – Megan M. Echevarría: Scaffolding Literature Education in Communicative and Intercultural Context – Christian Jones: Literary Dialogues as Models of Conversation: Evaluating Potential – Mark Anthony Darhower/Dawn Smith: Meeting Them Where They Are: Using Differentiated Integrated Performance Assessments to Build Interpersonal Speaking Skills in the L2 Literature Class – Index – About the Authors.
