Campus Units
World Languages and Cultures
Document Type
Article
Publication Version
Accepted Manuscript
Publication Date
8-28-2009
Journal or Book Title
Foreign Language Annals
Volume
42
Issue
3
First Page
453
Last Page
467
DOI
10.1111/j.1944-9720.2009.01035.x
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.
Copyright Owner
American Council on the Teaching of Foreign Languages, Inc.
Copyright Date
2009
Language
en
File Format
application/pdf
Recommended Citation
Weber-Fève, Stacey, "Integrating Language and Literature: Teaching Textual Analysis with Input and Output Activities and an Input‐to‐Output Approach" (2009). World Languages and Cultures Publications. 168.
https://lib.dr.iastate.edu/language_pubs/168
Included in
Educational Methods Commons, Language Interpretation and Translation Commons, Modern Languages Commons, Other Languages, Societies, and Cultures Commons
Comments
This accepted article is published as Weber-Feve, S., ‘Integrating Language and Literature: Teaching Textual Analysis with Input and Output Activities and an Input-to-Output Approach’ in Foreign Language Annals (2009) 42.3, 454-486. DOI: 10.1111/j.1944-9720.2009.01035.x