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.

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

Copyright Owner

American Council on the Teaching of Foreign Languages, Inc.

Language

en

File Format

application/pdf

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