Teaching Literature in Modern Foreign Languages

✍ Scribed by Fotini Diamantidaki (editor)

• Publisher: Bloomsbury Academic
• Year: 2019
• Tongue: English
• Leaves: 177
• Category: Library

✦ Synopsis

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 and 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 as 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 encourage 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.

✦ Table of Contents

Cover
Half Title
Tilte
Copyright
Contents
Acknowledgements
Notes on Contributors
Introduction
The content of each chapter
1 Literature, Culture and Democratic Citizenship
Introduction
What is education.for?
Education as a social process
Why teach literature
Literature and democratic citizenship
Conclusion
2 Literature in Primary Languages Classrooms
Introduction
The context of the research: spaces for literature in the languages curriculum
What do teachers in different contexts do with literature in their primary languages classroom?
A primary school in North Rhine-Westphalia, Germany
A primary school in.Madrid
A primary school in Almería, Spain
English primary schools
A primary school in Kent
A primary school in South West London
A primary school in the north of England
What then can teachers learn from each other’s classrooms?
A children’s shared literature landscape
A continuum of bilingual teaching
Imaginative, creative and multisensory teaching and learning
All the four skills and grammar!
Collaboration and independence
A role for literature in primary to secondary transition
Conclusion
3 Literature and Drama for Transfer
Introduction
How does the learner engage personally and respond creatively to literature through drama?
Drama for creative transfer: One Lucky Day
Develop a line of inquiry
Using drama within integrated performance task design
Interpretive mode
Interpersonal mode
Presentational mode
Can-do statements for curriculum development and learner accountability
Conclusion
Appendix A The capacities for imaginative learning aligned with the three modes of communication
Interpretive mode
Interpersonal mode
Presentational mode
Appendix.B.
4 The Storyline Approach and Literature
Introduction
Storyline and socio-constructivism
Vygotsky and Storyline
Piaget and Storyline
Teaching a Storyline
Storyline structure with La Pluie in Le Petit Nicolas et les copains –Tasks to do in class
Conclusion
La Pluie
Episode 1
Episode 2
Episode 3
Episode 4
Reflections
5 Literature in Non-European Languages
Introduction
Context
Why teach Chinese literature?
As inspiration and motivation for students
As a way to develop cross-cultural understanding
Reading in the classroom
Preparing the text
Extracting dialogue
Using technology
Translating across cultures
What to read?
Picture books
Poetry
Literary texts in translation
In sum
6 Teaching Poetry in Modern Foreign Languages
Introduction
Initial approach to poetry
Reading and topics
Analysing the poem
Second reading
Third reading
First reading
Second Reading
Third reading
Conclusion
Appendix
A. Answers on first reading (Le Pont Mirabeau)
B. Answers on second reading (Le Pont Mirabeau)
C. Answers on third reading (Le Pont Mirabeau)
D. Answers on the first reading (Demain dès l’aube)
E. Answers on the second reading (Demain dès l’aube)
F. Answers on the third reading (Demain dès l’aube)
7 Literature and the Target Language
Introduction
Literature for all
Teaching the language: giving learners the tools for target language talk about literature
Chunks for comprehension
Rafael Alberti
Non-verbal responses: Circling or underlining words
Finding equivalents
Questions in the target language with reference to pages/paragraphs
Put events in the correct order
Questions in the target language with reference to characters
Quotes: Who? Context Analysis
List of key points in text for each character
Grammatical exercises and translation
Chunks for production of opinions about characters and events
Removing the support: students give presentations/talks
Monologues from character’s point of view
Chunks to facilitate discussion of the form of texts
Chunks for production beyond the text
Creative writing: letter to the author
Creative writing: diary entry by a character
Creative writing: newspaper/magazine article about a particular event/character
The key role of repetition and practice in the discussion of literature
Repetition to build confidence and understanding
Repetition to facilitate production of opinions about characters and events
Trap door
Battleships
Literature as context: applying the principles of encouraging learner target language use to the study of literature
Dialogues/role plays
Debates
Conclusion
8 Teachers Supporting Teachers
Introduction
The main challenges
The strategies 1: what were the challenges?
The strategies 2: what forms of support?
The strategies 3: broadening thinking
The strategies 4: dissemination
The strategies 5: identifying a bank of activities
The strategies 6: playing with text
Exploitation strategies with examples from the ALL Literature wiki
Index