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Copyright of Nova škola is the property of University of East Sarajevo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article proposes to establish criteria to build a methodology for teaching literature in secondary education. For this purpose, the article analyses the arguments reluctant to propose a methodology to teach literature and also the positions which consider the school as an exclusive place to teach literature systematically, as a place to develop actions related to the promotion of reading or as an autonomous place threatened by occasional intrusions. From a polysystemic perspective about practises of reading in high school, the article proposes a methodology on the basis of a system made up by a classroom of systematic study, an "invention classroom and a transfer classroom". Relative to the first one, curricular and methodological agreements are examined and a model of teacher training based on writing of instructions for activities is proposed. Relative to the second, a model of reading based on artistic production is designed. Regarding to the third, it suggest considering classroom as a "heteronomous place". [ABSTRACT FROM AUTHOR]

Teacher's self-efficacy is a specific phenomenon that can be seen as one of the contributors to the process of learning and effective teaching. Teacher self-efficacy was investigated at two Senior High Schools (SMAN 1 and SMAN 2) in Kendari, and proved its importance in the interest-based classes at senior high schools in Kendari. Findings revealed two major methods employed in the research study: 1) interviews conducted in the form of an open interview with 5 teachers; and 2) observation was focused on teachers teaching materials, classroom management, as well as the enthusiasm of the teacher during the learning process takes place. Based on the finding, this study argues that teachers have high confidence in their ability to teach literature because they ascribe high value to their performance. However, the self-efficacy of teachers did not have an impact when applied in practice. In the classroom observation, these elements generally did not show up. This shows that the dependence of teachers on textbooks is not accompanied by an increase in the ability of teachers to ask questions to the students during the learning process, so that the high self-efficacy of teachers does not produce learning achievement is high. This goal can be achieved by giving more opportunities and experiences for teachers to improve the quality of learning. [ABSTRACT FROM AUTHOR]

This paper is aimed at introducing an instructional development model which is designed in response to two strong desires i.e. to show the most effective ways of incorporating literature in English Language Teaching and to provide a comprehensive framework for English teachers to develop literature-based ELT materials. The proposed instructional model consists of four distinct phases of development i.e. Input phase (Identifying learners' needs by carrying out a needs analysis), Development phase (Using the information on the learners' needs to select and to organize the literaturebased ELT materials), Output Phase (producing the prototypes of literature-based ELT materials), Language acquisition Phase (Assessing the effect of the literature-based ELT materials on the learners' language proficiency) which are here abbreviated as The IDOL Model. The phases are clearly presented and seem compatible the other phases commonly available in the area of instructional materials development in today's English language teaching. Therefore, this model appears to provide useful assistance to materials designers and English teachers in developing a well-designed literature-based ELT material. [ABSTRACT FROM AUTHOR]

This article discusses a series of activities undertaken with ninth grade students who attend public school in a rural area in the state of Paraíba in northeastern Brazil. Motivation for such activities was a response to the students' constant, biased comments against certain non-hegemonic family structures. Thus, the decision was made to address this topic in the classroom. Literary texts that explore new family configurations in a contemporary context were selected. Works by Mello (2005), Grossi, Uziel, and Mello (2007), and Facco (2009), for whom the concept of family transcends the current social configurations, were used as the literary foundation for the project. The results obtained were satisfactory. Through reading and debating the literary texts, the students reflected about the meaning of family and broadened their horizons with regards to the diversity of family structures that exist in contemporary society. [ABSTRACT FROM AUTHOR]

The work presented here is a qualitative study of socio-cultural approaches to literary texts in a selection of upper secondary English as a Foreign Language (EFL) classrooms in Norway. The article explores opportunities and challenges related to the fostering of competent "intercultural readers" in  foreign language (FL) educational contexts by examining how notions of interculturality are implicated in the teaching materials and classroom discourse. The analysis indicates that the examined text interpretation processes rely on a complex interplay between literary texts, tasks and classroom participants in such respect. Two particular strands of the analysis, pertaining to how issues of intertextuality and the emotional dimension of literary reading play a role in the data, are highlighted. The article concludes by discussing the didactic implications of findings. [ABSTRACT FROM AUTHOR]

Research shows that pre-service teachers face traditional approaches to teaching literature in their student teaching placements that contrast with the progressive strategies covered in their graduate education programs. This article describes 4 teacher candidates' (TCs') contrasting assumptions about the teaching of literature in secondary schools and the consequences of those assumptions as they relate to deficit thinking. Using a convenient sampling of 4 participants, I analyzed multiple sources of data (transcribed interviews, lesson plans, and videos of teaching) via a constant comparative approach, which included quantifying data as in a classical content analysis approach. Although I discovered discrepancies that align with existing research, the data also revealed that these discrepancies produced a level of deficit thinking that blinded the TCs to the various interests and abilities of the students they taught. I conclude that education program coordinators should explore how TCs' assumptions about teaching might result in deficit thinking and develop ways to support a reflection process that addresses these assumptions better to prepare TCs for meeting the needs of students. [ABSTRACT FROM AUTHOR]

Intersemiotic poetics and teaching literature The article is devoted to intersemiotic poetics derived from the theory of translation, that is the principle of translation described by Roman Jakobson (the interpretation of linguistic signs by means of non-verbal signs). From the reconstruction of research stances, changes in the concepts of the mind, and a new understanding of the processes of perception and metaphor, the Author relates the mechanisms of intersemiotic translation to borderline forms (ekphrasis and audio description) and the principles of teaching. By analyzing selected examples (Jacek Kaczmarski’s ekphrasis and editorial notes to Wisława Szymborska’s poem Utopia), she proves that after rejecting the principles of equivalence and similarity, while simultaneously maintaining the principle of causality, one may look for affinities in deeper semantic layers (amplification, addition) or engage in teaching literature, where intellectual precision is related to the shaping of emotions and skills involved in the multisensual reading of cultural texts.

Copyright of Nasleđe is the property of University of Kragujevac, Faculty of Philology & Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A hands-on approach to the use of the online forums, formerly known as bulletin boards, in the teaching of literature at both BA and MA levels. Advantages, pitfalls, caveats and a few tips and tricks inspired by the author's over ten years' experience managing three such forums. [ABSTRACT FROM AUTHOR]

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning through literary knowledge: a transhistorical perspective The teaching of literature in high school should always do justice to the specificity of literary knowledge, which requires and can improve a range of competences. The knowledge that emerges from reading literature cannot be reduced to a certain content or theme, it should be understood as an experiential knowledge that is shaped by the formal strategies of the work as well as the interaction between the original context and the context of reading. This article offers a transhistorical reading of the theme of migration in three literary works (Renout van Montalbaen , Spaanschen Brabander and La Superba) which demonstrates how a classroom reading can recognize the nature of literary knowledge in order to advance the student's competences on several levels (personal development, cultural knowledge, aesthetic training, social competences). In that way, the article want to emphasize that the levels often set apart by literature pedagogy are actually strongly interlinked. [ABSTRACT FROM AUTHOR]

A web of 20th century Dutch literature. Towards a new approach for teaching 20 th century literary history This article presents the first results of work-in-progress of a teacher development team that works on teaching Dutch 20th century literature. The starting point of this project was: so-called modern literature has to be dealt with as a phenomenon that is historical to students in secondary education. Our analysis of the main problems that teachers experience with 20th century literary history has led to a set of principles that will serve as guidelines for the design of a model for teaching 20th century literature. We present a first draft of this model that aims to offer a series of lessons in a digital framework resembling a network of texts. This web of 20th century literature will combine two perspectives: at the one hand a contextual perspective on the literary text ('text in context'), in which a central literary text is compared to contemporary historical texts and developments, at the other hand a longitudinal perspective ('text in frame'), in which the text is compared to texts and developments from different time periods by using transhistorical themes or frames. The development of the first series of lessons according to our guidelines provides insights that will contribute to a next version of the web under construction. [ABSTRACT FROM AUTHOR]

Copyright of Journal of College of Languages is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adapting and rebranding general market memoirs for the young adult literature market is a growing trend in the publishing world. Grounded in Critical Youth Scholarship, this study explores this trend through an analysis of two general market memoirs of Navy SEALs and their revised and repackaged youth market counterparts. Using a systematic approach we call Critical Comparative Content Analysis (CCCA), this study found that the youth adaptations were substantially altered to produce worlds stripped of complexity, offering sanitized versions of military action, heroism, and humanity. We argue that through content changes, youth readers are denied access to complex portrayals of the world, as well as questions that might arise with and through them. Instead, youth readers are constructed as needing explicit life lessons and reductive depictions of lived experience. For scholars and teachers, this study demonstrates the importance of inquiries that not only critically approach the content of YAL, but also foreground and trouble limiting conceptions of youth readers themselves. This study also highlights the value of comparison as a conceptual and pedagogical tool for carrying out this work. Further, this study recommends continued methodological innovation oriented toward genrespecific qualities of young adult literature, including its production and marketing. [ABSTRACT FROM AUTHOR]

This essay discusses Cathy Park Hong’s book-length poem Dance Dance Revolution (2007) in the context of the transnational turn in American studies. The essay discusses the ways in which the text thematizes history and language in its representation of contemporary global issues and argues that Dance Dance Revolution provides an important context for discussing issues and conflicts arising between the contemporary West and its discontents, and for interrogating modes of global cultural and linguistic fluidity. It then draws on the author’s experience of teaching the text in an advanced undergraduate course at a Finnish university as it examines the applicability of a transnational approach to teaching US literature and cultural studies in a contemporary European context.

Departing from the polyvalent metaphor of the “clinic,” this article discusses the results of the first phase of an English teacher education project, part of the Teaching Initiation Scholarship Program (PIBID/CAPES) at a federal university in Brazil. Given the effects of globalization on language teaching and learning, the English teacher certification program needs to incorporate critical and intercultural perspectives in the reflexive dimension of the teacher education curriculum. One possible approach is the study of global English, or Anglophone, literatures utilizing a cultural studies and postcolonial theoretical framework. In accordance with recent observations by Festino (2011) and Lourenço (2011) about the importance of literatures in English for education in Brazil, I propose a multimodal and critical approach to the study of Anglophone literatures connected to teaching in basic education that also stimulates teacher reflection. This approach also seeks to illuminatethe role of English in Brazil and clarify the notion of content in English classes, as it relates to narrative. My analysis involves a triptych of literary genres from different countries: Kendal Hippolyte (poetry – St. Lucia), Chinua Achebe (novel – Nigeria), and Jhumpa Lahiri (short story – United States and India). Some strategies for transposing literary studies to the middle school English classroom in Brazil are also outlined.

The article explores the connections between the seemingly dissimilar experiences of teaching required courses in Renaissance literature and literature by historically underrepresented authors. Both fields feature unfamiliar and challenging histories and texts. Moreover, the requirement itself, though necessary, is a constraint on autonomy that many students resent, which can impede their motivation to learn. Using research on intrinsic motivation and autonomy, we argue for giving students more opportunities to determine their own readings, assignments, and syllabi within these required classes. [ABSTRACT FROM AUTHOR]

Copyright of Contrapontos is the property of Universidade do Vale do Itajai and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Methodical Perspectives / Metodički Vidici is the property of Faculty of Philosophy, University of Novi Sad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aesthetic literacy happens when students develop deep connections with text. An earlier generation of literacy theorists--Rosenblatt, Galda, and Langer--noted that literary experiences do not only involve reading texts, remembering what was read, and then summarizing answers to teacher-guided comprehension questions; rather, aesthetic experiences purposefully create opportunities for reading, discussing, and meaning-making activities that promote richer textual comprehension and personal constructions of meaning. These deep interactions, personal reflections, and literary classroom conversations enable readers to experience powerful emotional episodes that create life-long readers. The authors build upon work by Rosenblatt, Galda, and Langer in describing how teachers can create instructional contexts for impactful aesthetic learning in contemporary twenty-first century classrooms. Such instruction is necessary as policy and curriculum move to national standards-based outcomes that may not address aesthetic literacy--a precursor to critical literacy. Non-critical reading often views comprehension as single correct responses for reading texts, in contrast to the aesthetics of personal responses and creative understandings. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)