Why are we doing this? Teacher and student perspectives on literary reading

Purpose This paper aims to examine the extent to which students’ experiences and perceptions of their literature classroom align with their teacher’s instructional goals for literary inquiry and what teachers can learn from gaining access to students’ perspectives on their classroom experiences. Design/methodology/approach Thematic analyses were used to examine the data sources: mid-year and end-of-year interviews with six students, audio recordings of the teacher’s rationale for her instructional designs and a reflective discussion with the teacher upon reading the student interviews three years later. Findings Much of what the teacher intended students to get out of her instruction was what they expressed learning and experiencing in the class, yet some understood the purpose of the class to be far from her intentions. All the interviewed students had deeply personal and varied ways of relating what they learned in class to the world and their own lives. The teacher’s reflection on the interviews highlighted the importance of making space for multiple meanings and perspectives on literary works. Originality/value This paper speaks to the importance of surfacing students’ individual and varied ways of making sense of literary texts as part of instruction that values students’ thinking as well as the epistemic commitments of literary reading.

A LITERARY READING IN THE LINGUISTIC EFFORTS OF IBN QUTAYBA IN HIS BOOK ADAB ‎AL-KĀTIB “THE WRITER'S LITERATURE”‎

Ibn Qutayba (d. 276 AH / 889 AD) was attentive in both the Arabic linguistics‏ ‏and its literature, ‎whereas he hath assorted numerous workbooks which testify his care about, and those who came ‎after, have been benefited from his critical material on the fields of language and literature, this ‎incipit of the research is concerned with reading Ibn Qutayba's linguistic views through the ‎subject of his book Adab al-Kātib “The Writer's Literature” particularly those related to ‎orthography and solecism in the Arabs’ language, and the importance of the research lies in ‎shedding light on the Arab linguistic legacy in the third century AH\ ninth century AD, and ‎displaying the impact of Ibn Qutayba in it, and the objective of the research is to analyze what ‎was mentioned in two important linguistic topics from the book of Adab al-Kātib “The Writer’s ‎Literature” which are: the topic of rectification of the hand and the topic of rectification of the ‎tongue, which they are both linguistic topics that show the prevailing linguistics status in the era ‎of Ibn Qutayba, thence, they are also considered a door to understanding the linguistic opinions ‎that the writer gleaned from his wells and sheikhs.‎ The research deals with linguistic problems related to the orthography and the Arab solecism and ‎phonetics among the populace in the era of Ibn Qutayba, relying on a research framework that ‎begins with a preamble considering both the writer and the book, and then deals with the ‎linguistics status in the third century AH through what was mentioned in the book’s sermon, then ‎he presents some of what was mentioned in his book Adab al-Kātib ”The Writer’s Literature” in ‎the two chapters; rectification of the hand and rectification of the tongue, then epitomized the ‎disputations between Ibn Qutayba and the commentators of his book regarding the two ‎mentioned sections, and the research is concluded with a brief epilogue that presents his most ‎prominent conclusions.‎

A estratégia hegemônica do realismo na narrativa venezuelana e haitiana no início do século XXI / The Hegemonic Strategy of Realism in the Venezuelan and Haitian Narrative in the Beginning of the 21st Century

Resumo: O trabalho analisa dois textos realistas latino-americanos, Bicentenaire (2004) do escritor haitiano Lyonel Trouillot e Yo maté a Simón Bolívar (2010) do venezuelano Vicente Ulive-Schnell, como produtos simbólicos em circulação num campo comunicacional amplo no qual o sentido das obras como mensagens interage com o horizonte ideológico de época. A leitura literária da identidade dos personagens se fará tomando em conta o conceito de articulação de Gramsci (2011). A relação complementar entre obra e mercado se fará partindo do conceito gramsciano de hegemonia, revisado em sentido pós-estrutural por Laclau e Mouffe (2001), e também da leitura política da literatura proposta por Jameson (1994) e Rancière (2000; 2007). A tensão nas identidades marginalizadas e classes sociais articuladas nos romances aponta para uma exibição crítica da vida nacional e a desigualdade socioeconômica e, além disso, para a construção de uma nova hegemonia cultural. Porém, as obras e seus autores lidam com a frustração de observar os limites do mercado literário no debate nacional ao se deparar com o baixo índice de leitura de sociedades dominadas hegemonicamente por outros horizontes, mercados e suportes comunicacionais.Palavras-chave: romance; Haiti; Venezuela; articulação identitária; hegemonia cultural.Abstract: The article analyzes two realist Latin American texts, Bicentenaire (2004) by Haitian writer Lyonel Trouillot and Yo maté a Simón Bolívar (2010) by the Venezuelan Vicente Ulive-Schnell, as symbolic products in circulation in a broad communicational field in which the meaning of the works as messages interacts with the ideological horizon of the time. The literary reading of the characters’ identities will be done taking into account the concept of articulation by Gramsci (2011). The complementary relationship between literary work and market will be based on his concept of hegemony, reviewed in a post-structural sense by Laclau and Mouffe (2001), and also on the political reading of literature proposed by Jameson (1994) and Rancière (2000; 2007). The tension in marginalized identities and social classes articulated in the novels points to a critical exhibition of national life and socioeconomic inequality and, moreover, to the construction of a new cultural hegemony. However, the works and their authors deal with the frustration of observing the limits of the literary market in the national debate when faced with the low reading rate of societies dominated hegemonically by other horizons, markets and communicational supports.Keywords: novel; Haiti; Venezuela; identitary articulation; cultural hegemony.

Collective Classes in a Group of Different Ages Based on the Integration of the Content of Different Academic Subjects

The article proposes to consider the initial stage of the transition to such a form of training organization as collective classes in different-age groups of younger schoolchildren according to the methodology developed by the talented teacher A.G. Rivin. They are held at the Moscow secondary school named after Ivan Yarygin of the Krasnoyarsk region on the integrated content of academic subjects “Literary Reading”, “Fine Arts”, “Technology”. The specificity of the texts compiled by teachers for use in the process of paragraph-by-paragraph elaboration of the text using the technology of A.G. Rivina. Particular attention is paid to the issues of including first-graders (some of whom do not yet know how to read and write) in classes where younger schoolchildren of an older age participate. In this regard, multilevel algorithms of educational interaction are described. It highlights the difficulties that may arise with this form of training, as well as ways to overcome them.

Time as the Rhythm of Theoretical Practices

Many scholars would agree today that no theory is timeless. But they would probably mean the historicity of theoretical thinking, including the concepts and preconceptions of time propagated by theoretical literary studies. In this paper, I will investigate a usually ignored but unavoidable problem: the rhythmic dimension of theorising. How do those practices, to which different theoretical attempts are linked, influence their orientation in time(s)? Gathering positive data of the past in positivism, revealing the work of formal devices of poetic language in formalism, following a rhetorical change in postmodernism or reducing every kind of change to historical construction are not only ideological patterns but practical rhythms considered as paradigmatic for other – and sometimes for all – happenings. Based on practice-oriented physics, I propose research of time projections by which literary reading and writing are transposed to the kinetic spaces of certain theoretical practices.

The Indian, The Mestizo, and The Impostor: The Fictionality of Race in Inca Garcilaso de la Vega

Inca Garcilaso de la Vega is perhaps one of the most racially conscious authors of early modernity. In fact, he is the first American-born author to self-identify as a direct descendant of a colonized indigenous nation. As such, Inca Garcilaso understood well the epistemic implications of his biracial and bicultural status (his mestizo condition). Most literary critics have analyzed the incessant reiteration of his mestizaje throughout his texts as a way of countering the racist colonial labels imposed on Amerindians and their descendants. However, there is a complex and somewhat contradictory usage of racial terminology throughout his works. Sometimes Garcilaso claims to be a mestizo, sometimes an Indian, and at times he seems to only highlight his Spanish heritage, depending on the situation. In this sense, Inca Garcilaso’s depiction of his authorial persona is not a straightforward decolonial counter-discourse. Instead, I argue that the Inca Garcilaso that appears in his texts is a fictional author whose deliberately inconsistent use of the different racial labels amounts to a modern decolonial strategy: a critique that ironizes the traditional meaning of racial labels, thus destabilizing their epistemic status. In this paper, I aim to flesh out Garcilaso’s complex decolonial strategy, through a literary reading of his authorial persona.

ON THE PROBLEM OF DEVELOPING CHILDREN’S INTEREST IN READING: THE SEARCH FOR EFFECTIVE METHODS OF WORK

Рассматривается проблема формирования интереса дошкольников к книге и читательской деятельности. Обосновывается необходимость ее решения из-за падения интереса к чтению и традиционной книге на всех этапах образования. Анализируются точки зрения ученых на данную проблему и различные методические подходы, связанные с формированием конкретных читательских умений у детей через соответствующие методические приемы литературного чтения, литературного слушания и литературного творчества. Приведены данные, полученные в результате эмпирического исследования, в котором участвовали дети старшего дошкольного возраста, а также показатели и критерии оценки уровня сформированности интереса старших дошкольников к книге и читательской деятельности, имеющие практическую значимость наравне с предлагаемыми путями решения обозначенной проблемы. The problem of the formation of preschool children’s interest in books and reading activities is considered, the necessity of its solution is justified due to the decline in interest in reading and traditional books at all stages of education. The points of view of scientists on this problem and various methodological approaches related to the formation of specific reading skills in children through appropriate methodological techniques of literary reading, literary listening and literary creativity are analyzed. The psychological features of the perception of the text of a work of art by children of middle and older preschool age are highlighted, based on which special methodological techniques have been developed and tested. The authors present their own experience of solving it and provide data obtained as a result of an empirical study (questioning kindergarten teachers, monitoring the activities of children), in which older preschool children participated. The indicators and criteria for assessing the level of formation of the interest of older preschoolers in the book and reading activities, which have practical significance on a par with the proposed ways to solve the designated problem, are given. A workbook is presented, based on which children perform interesting and diverse tasks when working with artistic texts. In the conclusion of the article, the authors demonstrate data confirming the effectiveness of the approaches they have developed.

FORMING APPROPRIATE CONCEPTUAL FRAMEWORKS: TOWARDS A FRAMEWORK FOR THE STUDY OF LITERARY RESPONSE IN L2

The aim of this study is to look into the notion of literary reading and response in L2 by pre-service teachers in Malaysia in order to improve teacher education. The researchers will provide an outline of Reader Response theories and how they affect the learning of literature in L2 in this study. The researchers will go over their conceptual framework, which was developed based on past research. This conceptual framework will be developed in order to conduct in-depth research on pre-service teachers' perceptions of literary reading in L2 and to assist them in improving their practises in the classroom. Using the conceptual framework, based on Reader Response Theory, it allows researchers to explore what types of responses pre-service teachers have to literary texts while they are involved in the reading process. Hoping that the experience will aid in the improvement of teaching and learning.

The Neurocognitive Poetics Model of Literary Reading 10 Years After

The neurocognitive poetics model (NCPM) of literary reading was developed about 10 years ago as a theoretical tool for generating and guiding scientific studies of literature. It introduced testable hypotheses concerning two central phenomena of literary reading that had been so far badly neglected by research on text or discourse processing in experimental reading research, psycholinguistics, or cognitive neuroscience. These phenomena—immersion and affective-aesthetic processes—have since then been investigated in a number of studies supporting the NCPM’s main assumptions. In the article under discussion, the author explains the development of the NCPM.