Teaching literature, teaching identity

2018 ◽  
pp. 153-166
Author(s):  
Priscilla Angela T. Cruz
Keyword(s):  
Literature Teaching ◽  
Teaching Literature ◽  
Teaching Identity

Teaching Literature among Pre-Service Teachers: Challenges and Solutions

2021 ◽  
Vol 8 (1) ◽  
pp. 95-103
Author(s):  
Ain Suraya Harun ◽  
Norhanim Abdul Samat
Keyword(s):  
Time Management ◽  
Public University ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Teacher Trainees ◽  
The Subject ◽  
The University

Teacher trainees should be prepared to teach and exposed to the approaches, models, and techniques of literature teaching. Being ready can also boost their confidence to teach literature so that the lessons can be delivered smoothly.  These teachers are so new to teaching that they might face difficulties when teaching English, specifically literature. There are teaching techniques, strategies and approaches that those pre-service teachers can investigate to understand better how to apply in their teaching. Additionally, their lack of exposure towards literature teaching can also affect the performance of teaching. This paper seeks to investigate pre-service teachers’ readiness to teach literature in schools and the challenges faced by them while teaching literature. It also attempts to offer suggestions to improve better literature teaching. This mixed method research study used questionnaires distributed to 22 TESL pre-service teachers from a public university in Johor. Additionally, semi-structured interviews were conducted with two lecturers who have vast experiences in supervising pre-service teachers at schools. Results show that a majority of fourth year TESL students are ready to teach literature with the training and courses provided by the university. Also, among the challenges that they faced are time management and their students’ feelings on the subject. This study hopes to provide insights to training teachers on literature teaching.

scholarly journals Litterær kompetanse - portrett av tre lesarar

2015 ◽  
Vol 9 (1) ◽  
pp. 12
Author(s):  
Hallvard Kjelen
Keyword(s):  
Literary Theory ◽  
Literary Texts ◽  
Literary Reading ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Subjective Responses ◽  
Literary Responses ◽  
Reader Responses ◽  
Men I ◽  
Literature Theory

Artikkelen drøfter eit sentralt problemfelt innom litteraturdidaktikken, nemleg tilhøvet mellom litterær lesing som fagleg kompetanse og litterær lesing som oppleving. Problemfeltet er særleg knytt til Louise Rosenblatts arbeid. Ho viser ved hjelp av omgrepa efferent og estetisk lesing korleis det er ei utfordring for litteraturlæraren å utvikle ei litteraturundervisning som i tilstrekkeleg grad tek omsyn til kjensler og røynsler. I ein litteraturteoretisk kontekst er subjektive responsar på litterære tekstar irrelevante, men i ein litteraturdidaktisk kontekst er subjektive responsar høgst relevante. Denne artikkelen bidrar inn i diskusjon-en mellom anna ved å trekkje inn meir empirisk basert litteraturteori som referanseramme. Artikkelen presenterer tre lesarars litterære responsar, og viser korleis kunnskap om individuelle lesarresponsar kan vere utgangspunkt for ei litteraturundervisning som balanserer ei fagleg tilnærming til litteratur opp mot ei meir opplevingsbasert tilnærming.Emneord: Litteraturundervisning, litterær kompetanse, empirisk litteraturteori, lesarresponsAbstractThe article discusses a key issue in literature didactics, namely the relation between literary reading as an academic competence, and literary reading as an experience. The discussion draws heavily on Louise Rosenblatt’s work. By using the concepts efferent and aesthetic reading, she shows how it is a challenge for the teacher of literature to develop literature teaching that adequately takes emotions and experience into account. In a literature-theoretical context, subjective responses to literary texts are irrelevant; but in a didactics context, the subjective responses are highly relevant.  This article contributes to the discussion by bringing in a more empirically based literature theory as a frame of reference. The article presents three readers’ literary responses, and shows how knowledge of individual reader responses can be the basis for literature teaching which balances an academic approach to literature with a more experience-based approach.Key word: Teaching literature, literary competence, empirical literary theory, reader-response 

scholarly journals MODEL OF TEACHING LITERATURE MATERIALBASED ON FOLKLORE USING CONTEXTUAL TEACHING & LEARNING FOR CHARACTER EDUCATION

2015 ◽  
Vol 14 (1) ◽  
pp. 39-46
Author(s):  
Abdul Muktadir
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Material Model ◽  
Teaching Material ◽  
Teaching Materials ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Significant Difference ◽  
Contextual Teaching ◽  
Bahasa Indonesia

Abstrak Penelitian ini bertujuan untukmengembangkan model bahan ajar sastra berbasis cerita rakyat dengan pendekatan CTL untuk pendidikan karakter di sekolah dasar Kota Bengkulu. Metode yang digunakan adalah penelitian pengembangan Borg & Gall yang digabungkan dengan langkah-langkah pengembangan bahan ajar Jolly & Bolitho. Penelitian dilakukan di SD Kota Bengkulu.Hasil analisis kebutuhan ditemukan bahwa bahan ajar bahasa Indonesia tidak menyertakan cerita rakyat Bengkulu dalam pembelajaran dan kompetensi guru dan siswa berkenaan dengan cerita rakyat belum memadai. Hasil rancangan bahan ajar sastra berbasis cerita rakyat untuk memenuhi kebutuhan tersebut efektif,layak digunakan, dan valid menurut validasi ahli materi, media, kurikulum, dan karakter. Bahan ajar Sastra berbasis cerita rakyat dengan pendekatan CTL di SD untuk pendidikan karakter efektif hasil pengembangan dan yang digunakan kelompok besar juga menyatakan dengan kriteria baik.Terdapat perbedaan keefektifan yang signifikan pada kemampuan hasil belajar siswa antara kelompok menggunakan bahan ajar sastra berbasis cerita rakyat dan kelompok yang tidak menggunakan bahan ajar bahasa Indonesia berbasis cerita rakyat.Hasil validasi bahan ajar kelompok pakar dengan kriteria sangat baik, dan guru dengan kriteria sangatbaik. Respon penguna bahan ajar guru dan siswa baik, maka dapat disimpulkan bahan ajar yang di rancang layak digunakan dalam pembelajaran. Kata Kunci: bahan ajar, cerita rakyat, CTL, dan pendidikan karakter Abstract The research aims to used is develop teaching literature material model based on folklore and CTL approach for the education of character at Elementary School in Bengkulu city. The reasearch method using Researched Developmentof Borg & Gall combined with folly and Bolitho’s material development steps. Research was done in Elementary School in Bengkulucity. The data were collected by surveys, interviews,and questionnaires. The need identification shows that teaching material of Bahasa Indonesia did not includ folklore of Bengkulu in class; and the ability of teachers and students wasnot yet adequate. Literature teaching materials using folklore was found effective and validaccording to experts of media, curriculum, and character. There were significant difference of effectiveness in which students using literature teaching materials using folklore and which were not. Materials validation by expert group and teacher judgementwas very good. Teacher and students well respond to the teaching materials, so it can be concluded that literature teaching materials was effective for teaching literature. Keywords: teaching material, folktale, Contextual Teaching &Learning, character education

scholarly journals Challenges and Opportunities of Teaching Literature in Kurdistan Region of Iraq

2021 ◽  
Vol 7 (3) ◽  
pp. 61-68
Author(s):  
Saman Ali Mohammed ◽  
Shamal Abu Baker Hussein ◽  
Inaad Mutlib Sayer
Keyword(s):  
Qualitative Approach ◽  
External Factors ◽  
Kurdistan Region ◽  
Point Scale ◽  
Contributing Factors ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Challenges And Opportunities ◽  
Mixed Approach ◽  
Literature Class

This study aims to investigate the challenges literature teachers in Kurdistan Region of Iraq (KRI) face and the factors underlying the challenges while teaching literature. This paper is based on a questionnaire which consists of twenty items; 17 items are statements that require the participants’ responses on a five-point scale and the other three items are open-answer questions about literature in general. The study implemented a mixed approach: a quantitative approach to analyse the responses of the participants to the 17 on a five-point scale and a qualitative approach to analyse the responses to the remaining three open-answer questions. The results of the study showed that method of teaching is the most challenging component of literature teaching. The material taught is the second highest contributing factor to literature teaching challenges in KRI. Then, the external factors and the students are medium challenges respectively. Teachers are the least contributing factors in this regard. Analysis of the open-answer questions revealed that teaching literature is rewarding intellectually, philosophically, aesthetically and socially. It also exposed the concerns of a few respondents on how a literature class should be if they are given a choice to be in one.  

The Project and the Action-Oriented Approach to Submerge Literature in Reality in Foreign Languages Teaching

2020 ◽  
pp. 44-60
Author(s):  
Benoit Filhol
Keyword(s):  
Teaching Method ◽  
Foreign Languages ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Dynamic Field ◽  
Number Of Publications ◽  
Teaching Discourses ◽  
Theoretical Reflection ◽  
Oriented Approach

The role of literature in foreign languages teaching is not a matter of debate today. If we observe the number of publications and conferences organized on the theme of teaching literature in foreign languages in recent years, we quickly realize that this is a dynamic field and constantly evolving. However, this vitality is not found in textbooks where literature still does not have the presence that teaching discourses which justify it grant it. In addition to providing some reasons for this disaffection, this chapter intends to use the latest teaching developments attempting especially to advance on the theoretical reflection about the articulation of the action-oriented approach and literature teaching through project-based teaching method. First, the authors try to justify the use of the project, and then they notify the theoretical mutation that this practice requires, before dealing with the types of project that may integrate FL classes. Finally, they look at how it should be structured to ensure that teaching take into account all dimensions of literature.

scholarly journals Integrating Language and Literature: A Text World Theory Approach

2019 ◽  
pp. 199
Author(s):  
Ian Cushing
Keyword(s):  
Cognitive Linguistics ◽  
Theory Approach ◽  
Lesson Design ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Grammar Teaching ◽  
Language And Literature ◽  
World Theory ◽  
Discourse Grammar ◽  
High Level

In UK schools, there remains a compartmentalisation of English into ‘language’ and ‘literature’, evident in the ways that the subject is taught and examined and in the degrees to which teachers perceive themselves as being either a ‘language’ or a ‘literature’ teacher. In this paper, we suggest that an approach informed by cognitive linguistics and cognitive stylistics offers a wealth of affordances to the teacher who wishes to integrate aspects of linguistic and literary studies into their teaching. We argue that, in particular, the cognitive discourse grammar Text World Theory provides an accessible and usable set of pedagogical principles, and present two case studies of collaborative research with teachers in which they drew upon Text World Theory as a model for thinking about grammar teaching, literature teaching, lesson design, classroom talk and their own identity as a teacher of English. The data suggests that this approach may have positive benefits for students engaging in high-level linguistic analysis and the developing of responses to literature, and for teachers thinking about lesson and activity design.

“Limit to the bloody field”: retribution in the narrative of A. Ivanov “Pitchfork”

Neophilology ◽  
2020 ◽  
pp. 141-152
Author(s):  
Petr A. Goncharov ◽  
Pavel P. Goncharov
Keyword(s):  
Secondary Schools ◽  
Literary Criticism ◽  
Modern Literature ◽  
Historical Events ◽  
Main Bearing ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Historical Method ◽  
Entire Structure

The research investigates the genre-forming function of the motive of retribution in the documentary and journalistic narrative of A.V. Ivanov “Pitchfork”. The relevance of the study is due to the attention of modern literary criticism to the historiosophical and social and political problems in Russian prose, the need to study the works of modern literature in its most striking manifestations. The purpose of this work is to try to determine the specificity of the main “bearing constructs” of the narrative of A. Ivanov “Pitchfork” in the aspect of the dominant motives of the work. The leading way to achieve this goal is the comparative and historical method, supplemented by comparative and typological, intertextual and mythopoetic approaches to the work of literature. As a result of the analysis, it was found that in the documentary and journalistic narrative of A. Ivanov “Pitchfork” the main genre-forming motive of the work, organizing its entire structure from the title to the “stories” of the main and secondary actors, is the retribution motive, derived from it and related motives, originally interpreted by the author. It is concluded that the motive of metaphysical, transcendental retribution “to all for everything” reproduced and transformed by Ivanov the artist, despite the extreme generality of this motive, helps the writer to comprehend and convey the contradictory complexity of historical events and historical characters involved in it. The field of application of the work results are researches on the latest literature, teaching literature in higher and secondary schools.

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