Teaching Literature in Modern Foreign Languages

Cover\nHalf Title\nTilte\nCopyright\nContents\nAcknowledgements\nNotes on Contributors\nIntroduction\n	The content of each chapter\n1 Literature, Culture and Democratic Citizenship\n	Introduction\n	What is education.for?\n	Education as a social process\n	Why teach literature\n	Literature and democratic citizenship\n	Conclusion\n2 Literature in Primary Languages Classrooms\n	Introduction\n	The context of the research: spaces for literature in the languages curriculum\n	What do teachers in different contexts do with literature in their primary languages classroom?\n	A primary school in North Rhine-Westphalia, Germany\n	A primary school in.Madrid\n	A primary school in Almería, Spain\n	English primary schools\n	A primary school in Kent\n	A primary school in South West London\n	A primary school in the north of England\n	What then can teachers learn from each other’s classrooms?\n		A children’s shared literature landscape\n		A continuum of bilingual teaching\n		Imaginative, creative and multisensory teaching and learning\n		All the four skills and grammar!\n		Collaboration and independence\n		A role for literature in primary to secondary transition\n	Conclusion\n3 Literature and Drama for Transfer\n	Introduction\n		How does the learner engage personally and respond creatively to literature through drama?\n	Drama for creative transfer: One Lucky Day\n	Develop a line of inquiry\n	Using drama within integrated performance task design\n		Interpretive mode\n		Interpersonal mode\n		Presentational mode\n	Can-do statements for curriculum development and learner accountability\n	Conclusion\n	Appendix A The capacities for imaginative learning aligned with the three modes of communication\n		Interpretive mode\n		Interpersonal mode\n		Presentational mode\n	Appendix.B.\n4 The Storyline Approach and Literature\n	Introduction\n		Storyline and socio-constructivism\n		Vygotsky and Storyline\n		Piaget and Storyline\n		Teaching a Storyline\n		Storyline structure with La Pluie in Le Petit Nicolas et les copains –Tasks to do in class\n	Conclusion\n	La Pluie\n		Episode 1\n		Episode 2\n		Episode 3\n		Episode 4\n	Reflections\n5 Literature in Non-European Languages\n	Introduction\n	Context\n		Why teach Chinese literature?\n		As inspiration and motivation for students\n		As a way to develop cross-cultural understanding\n		Reading in the classroom\n		Preparing the text\n		Extracting dialogue\n		Using technology\n		Translating across cultures\n		What to read?\n		Picture books\n		Poetry\n		Literary texts in translation\n		In sum\n6 Teaching Poetry in Modern Foreign Languages\n	Introduction\n	Initial approach to poetry\n	Reading and topics\n	Analysing the poem\n		Second reading\n		Third reading\n		First reading\n		Second Reading\n		Third reading\n	Conclusion\n	Appendix\n		A. Answers on first reading (Le Pont Mirabeau)\n		B. Answers on second reading (Le Pont Mirabeau)\n		C. Answers on third reading (Le Pont Mirabeau)\n		D. Answers on the first reading (Demain dès l’aube)\n		E. Answers on the second reading (Demain dès l’aube)\n		F. Answers on the third reading (Demain dès l’aube)\n7 Literature and the Target Language\n	Introduction\n	Literature for all\n	Teaching the language: giving learners the tools for target language talk about literature\n		Chunks for comprehension\n	Rafael Alberti\n		Non-verbal responses: Circling or underlining words\n		Finding equivalents\n		Questions in the target language with reference to pages/paragraphs\n		Put events in the correct order\n		Questions in the target language with reference to characters\n		Quotes: Who? Context  Analysis\n		List of key points in text for each character\n		Grammatical exercises and translation\n			Chunks for production of opinions about characters and events\n		Removing the support: students give presentations/talks\n		Monologues from character’s point of view\n			Chunks to facilitate discussion of the form of texts\n			Chunks for production beyond the text\n		Creative writing: letter to the author\n		Creative writing: diary entry by a character\n		Creative writing: newspaper/magazine article about a particular event/character\n	The key role of repetition and practice in the discussion of literature\n		Repetition to build confidence and understanding\n		Repetition to facilitate production of opinions about characters and events\n		Trap door\n		Battleships\n	Literature as context: applying the principles of encouraging learner target language use to the study of literature\n		Dialogues/role plays\n		Debates\n	Conclusion\n8 Teachers Supporting Teachers\n	Introduction\n	The main challenges\n	The strategies 1: what were the challenges?\n	The strategies 2: what forms of support?\n	The strategies 3: broadening thinking\n	The strategies 4: dissemination\n	The strategies 5: identifying a bank of activities\n	The strategies 6: playing with text\n	Exploitation strategies with examples from the ALL Literature wiki\nIndex