Campus Units

World Languages and Cultures

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

2011

Journal or Book Title

Contemporary French and Francophone Studies

Volume

15

Issue

3

First Page

321

Last Page

328

DOI

10.1080/17409292.2011.577617

Abstract

The Modern Language Association report and Profession issue from summer 2007 (Geisler et al., 2007) are highly indicative of the increasingly debated concerns in the profession surrounding (1) the traditional division of foreign language curriculum between ‘‘language’’ and ‘‘literature’’ and (2) the instruction of textual analysis (or practice of close reading) in the student-centered literature classroom. In this article, I discuss the need in the profession to address the contemporary problems inherited from the traditional ‘‘language-literature’’ divide and postulate the use of close reading as a tactic to overcome this traditional divide. This article specifically addresses the issue of ‘‘why’’ and ‘‘how’’ to teach students textual analysis meaningfully and communicatively in the foreign language classroom and then proposes and demonstrates the use of input and output activities as a pedagogical strategy.

Comments

This article is published as Weber-Feve, S.,‘Framing the “Minor” in Marjane Satrapi and Vincent Paronnaud’s Persepolis. Contemporary French & Francophone Studies; 2011) 15.3, 321-328. Doi: 10.1080/17409292.2011.577617. Posted with permission.

Copyright Owner

Taylor and Francis Online

Language

en

File Format

application/pdf

Published Version

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