Teaching Literature in the Languages
, by Nance, Kimberly A.; Liskin-Gasparro, Judith E.; Lacorte, Manel E- ISBN: 9780131999756 | 0131999753
- Cover: Paperback
- Copyright: 9/29/2009


Born in Maryland but growing up mainly in Southern California, where she first learned Spanish from her neighbors, Kimberly Nance earned a BA in the Teaching of Spanish, MA in Hispanic Literature, and PhD in Latin American Literature from the University of Illinois at Urbana - Champaign. Currently she directs the Graduate School at Illinois State University, where she is a Professor of Latin American Literature in the Department of Languages, Literatures & Cultures as well as a former department chair. From 2000 - 2005 she served on the MLA Executive Committee for the Division on the Teaching of Literature. She has also chaired Midwest MLA divisions on History of Critical Reception, Latin American Literature, Short Story, Peace Literature &
Pedagogy, and Multicultural Literature in the Classroom. Her 3 books, 25 articles, and 64 conference papers span a range of topics on literature, culture, and teaching. Her recent book Can Literature Promote Justice? (Vanderbilt) was honored with an American Library Association Choice award.
| Preface | p. x |
| Acknowledgments | p. xiv |
| Classroom and Cultural Contexts for the Teaching of Literature | |
| Why Should Language Students Study Literature? | p. 1 |
| Overview | p. 1 |
| Literature Fosters Critical Thinking | p. 3 |
| Literature Promotes Cross-Cultural Understanding and Ethical Engagement | p. 4 |
| Literature Encourages intellectual Exploration | p. 5 |
| Literature Offers Unique Benefits to Students of Languages | p. 5 |
| Literature in the ACTFL Proficiency Guidelines and the National Standards for Foreign Language Learning | p. 8 |
| Cui bono! Questions on Literature's Benefits for Language Students | p. 10 |
| Expanding the Literary Circle | p. 14 |
| Teaching Students to Care About Literature | p. 15 |
| Conclusion | p. 16 |
| Chapter Review | p. 17 |
| Questions for Reflection and Discussion | p. 17 |
| Suggestions for Additional Reading | p. 18 |
| What Do Language Students Bring to the Literature Classroom? Knowledge, Skills, Attitudes, and Expectations | p. 19 |
| Overview | p. 19 |
| What Is Student Engagement, and Why Is It So Important for Literature in the Languages? | p. 20 |
| What Happens to Literature Students Who Are Not Engaged? | p. 25 |
| Literature in the Language Curriculum: Demanding a Leap from Beginner to Expert? | p. 34 |
| Culture Shock in the Literature Classroom | p. 35 |
| Conclusion | p. 35 |
| Chapter Review | p. 36 |
| Questions for Reflection and Discussion | p. 37 |
| Suggestions for Additional Reading | p. 38 |
| What Do Teachers Bring to Literature Classes in the Languages? Knowledge, Skills, Attitudes, and Expectations | p. 39 |
| Overview | p. 39 |
| How Literature Teachers Think | p. 41 |
| Disciplinary Culture: An Obstacle to Effective Teaching? | p. 47 |
| Concepts of Class Participation in Language and Literature: Practice vs. Recitation | p. 48 |
| "Different from Measurable Time and Space": How Engagement and Disaffection Affect Teachers' Perception of Time Spent on Students | p. 50 |
| Journey to the Bottom of the Class: Accounts from Academic Travelers | p. 51 |
| Potential Reservations About the Project of Teaching for Engagement | p. 52 |
| Conclusion | p. 53 |
| Chapter Review | p. 54 |
| Questions for Reflection and Discussion | p. 54 |
| Suggestions for Additional Reading | p. 55 |
| Expanding the Community of Readers: Promoting Engagement in Second Language Literature Classes | |
| Terms of Engagement in the Literature Classroom: Practice and Theory | p. 56 |
| Overview | p. 56 |
| Engagement in Practice and Theory | p. 57 |
| Discussion as a Practical Opening to the Cycle of Engagement | p. 61 |
| Engagement and Reading | p. 65 |
| Reading for Engagement: Rethinking the Model of Literary Reading | p. 68 |
| Teaching for Engagement: A Spiral of Literary Catch and Release | p. 71 |
| Conclusion | p. 74 |
| Chapter Review | p. 75 |
| Questions for Reflection and Discussion | p. 75 |
| Suggestions for Additional Reading | p. 76 |
| Assembling the Tools: Equipping Students to Read Literary Texts | p. 77 |
| Overview | p. 77 |
| News About Literature, News of Themselves: Introducing Literature in the Languages | p. 78 |
| Content Planning for the Reading Cycle | p. 82 |
| Planning Class Activities for Engagement: General Principles | p. 87 |
| Activities for Stage 1: Assembling the Tools | p. 88 |
| Conclusion | p. 97 |
| Chapter Review | p. 97 |
| Questions for Reflection and Discussion | p. 97 |
| Suggestions for Additional Reading | p. 98 |
| Coming to Terms with the Literary Text: Reading for Engagement | p. 99 |
| Overview | p. 99 |
| Research Findings on Development of Reading Proficiency | p. 100 |
| Helping Students Get Up To Speed | p. 102 |
| Explicit Instruction on Reading Strategies | p. 105 |
| Judicious Use of Dictionaries and Annotation | p. 106 |
| The Role of Executive Function and Motivation in Developing Reading Proficiency | p. 106 |
| Activities for Stage 2: Coming to Terms With the Text | p. 107 |
| Fostering the Habits of Reading: The Importance of Daily Accountability | p. 111 |
| Making Expectations Expiicit | p. 113 |
| Class Activities After Reading | p. 114 |
| Conclusion | p. 117 |
| Chapter Review | p. 117 |
| Questions for Reflection and Discussion | p. 118 |
| Suggestions for Additional Reading | p. 118 |
| From Literary Analysis and Argument Toward Independent Reading | p. 119 |
| Overview | p. 119 |
| The Mysterious Art of Literary Analysis: Parallel Frustrations of Students and Teachers | p. 119 |
| Activities for Stage 3: Literary Analysis and Argument | p. 121 |
| Teaching Students How to Argue about Literature | p. 121 |
| From Reading to Writing | p. 127 |
| Activities for Stage 4: Toward Independent Reading | p. 134 |
| Conclusion | p. 136 |
| Chapter Review | p. 137 |
| Questions for Reflection and Discussion | p. 138 |
| Suggestions for Additional Reading | p. 138 |
| Composing and Conducting a Class: Ethics and Mechanics | p. 139 |
| Overview | p. 139 |
| Composing a Class | p. 139 |
| Acknowledging the Ethical Potential of Literature | p. 145 |
| Conducting Class for Engagement: Everyday Ethics and Mechanics | p. 149 |
| Conclusion | p. 162 |
| Chapter Review | p. 163 |
| Questions for Reflection and Discussion | p. 163 |
| Suggestions for Additional Reading | p. 164 |
| Larger Contexts and Long Range Planning | |
| Literature in the Language Curriculum: Structures and Articulation | p. 165 |
| Overview | p. 165 |
| Understanding the Gap Between Literature and Language: Historical Perspective | p. 166 |
| Possible Directions for the Future Relationship Between Language Instruction and Literature in the Languages | p. 173 |
| Language to Literature May Not Be the Program's Only Gap | p. 184 |
| Addressing the Needs of Transfer Students | p. 185 |
| Longer-Range Planning: Improving the Preparation of Future Students | p. 185 |
| Conclusion | p. 186 |
| Chapter Review | p. 186 |
| Questions for Reflection and Discussion | p. 187 |
| Suggestions for Additional Reading | p. 187 |
| Accountability and Engagement: Grading, Evaluation, and Assessment | p. 189 |
| Overview | p. 189 |
| The Role of Grades in Teaching for Engagement | p. 189 |
| Evaluation of Teachers | p. 192 |
| Assessment of Courses and Programs | p. 204 |
| Conclusion | p. 209 |
| Chapter Review | p. 209 |
| Questions for Reflection and Discussion | p. 209 |
| Suggestions for Additional Reading | p. 210 |
| Preparation and Support for Literature Teachers | p. 211 |
| Overview | p. 211 |
| Preparing Literature Teachers in the Languages: The State of the Art | p. 212 |
| Preparing Literature Teachers to Engage MoreStudents | p. 213 |
| Encouraging Literature Majors to Address a FundamentalQuestion | p. 216 |
| Designing Teacher Preparation Courses for Literature Students | p. 217 |
| Beyond the Typical Educational Psychology Class: New Ways to Think about Teaching | p. 219 |
| Paying Attention to the Literary Preparation of LanguageTeachers | p. 220 |
| Support for Experienced Teachers | p. 221 |
| Journals and Other Resources on Teaching Literature in the Languages | p. 222 |
| Conclusion | p. 223 |
| Chapter Review | p. 223 |
| Questions for Reflection and Discussion | p. 224 |
| Suggestions for Additional Reading | p. 225 |
| Works Cited | p. 226 |
| ACTFL Proficiency Guidelines: Reading | p. 238 |
| Sample Statement on Academic Integrity | p. 241 |
| Sample Syllabus | p. 243 |
| Credits | p. 248 |
| Index | p. 253 |
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