Teaching Literature in Modern Foreign Languages

Description

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. 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