The teaching of literature (and at the same time the teaching of the history of national literature) together with education in the field of the mother tongue has always been one of the key areas of ...education in the Slovak school system, therefore they have always received due and even special attention. Literary education (teaching literature) is a specific school process of literary communication and metacommunication, which can be interpreted in two ways in secondary school conditions: the first represents literary education as a traditional and stable part of the subject Slovak language and literature. Its goal is to prepare the pupil for the maturita exam. The second view presents literary education as a way to search for the meaning of human life through a functional chain of reception and interpretation of artistic texts. A fundamental problem of current education in the field of literature is the transfer of information from the latest scientific research into school practice. Another long-term and permanent problem of teaching literature at Slovak grammar schools and secondary schools is that literary education practice overestimates the informative component of the curriculum focused on memory acquisition. The paper introduces and discusses the number of theoretical and practical problems which arise in connection with the above-mentioned problems, as well as with teaching literary analysis and organizing the complex of tasks related to the meaningful reading of literary texts.
Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and proficiency at the expense of ...aesthetic aspects of fiction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The findings suggest that participants are aware of and include the aesthetic aspects of fiction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.
Teaching with New Critics Pokrivčák, Anton
CLEaR (Nitra),
9/2017, Volume:
4, Issue:
2
Journal Article
Peer reviewed
Open access
Anglo-American New Criticism was one of the most important movements in the twentieth century literary theories. It stressed the objectivity of a literary work of art and claimed that literary ...critics as well as teachers should concentrate, primarily, on the text, its linguistic structures and the ambiguities of meaning resulting from them, and only secondarily on the text´s extraliterary relationships. After the New Critics´ popularity in the early decades of the last century, in its second part they were refused as pure formalists, supposedly unable to see the real nature of a literary work in its social circumstances. The article attempts to reassess New Criticism as a movement which contributed significantly to the reading and teaching literature and claims that their importance has not diminished even in the twenty-first century.
Across the world, the COVID-19 pandemic has had far-reaching effects on many aspects of our everyday lives. Changes have also been apparent in the field of teaching since most teaching now has to be ...carried out online. Despite its drawbacks, this forced change to online instruction and learning has helped me reflect on my teaching. Based on my experience teaching literature at a university in Hong Kong, this article aims to highlight the lessons learned from the transformation caused by the pandemic.
This paper discusses experiences of teaching Canadian literature in the Department of Literature, University of Nairobi, Kenya. For a long time, the University of Nairobi syllabus required that ...teaching Canadian literature, or any foreign literature for that matter, should be related to an African experience. This paper explores a few possible but unworkable ways on how one could relate teaching Canadian literature to an African experience as a way of establishing its relationship to students in Nairobi, Kenya, which is over 10 000 kilometres away from Canada. On the whole, the paper argues that an effective approach to teaching the literature has been formalist that takes into account fidelity to the nature and function of literature, even as it reveals the universal in the particular that makes the form and content of Canadian literature relevant to Kenyan as well as to African experiences. In the end, the paper points out the past experience of teaching and learning Canadian literature must have been valuable to both student and teacher as two seminars held outside the university demonstrate that Kenyans can relate to it for - after all - literature is universal in the particular.
Health and illness as themes are uncommonly being touched in literature classrooms. Other than the lack of interdisciplinary studies or specialists in this field in the Philippines, often teachers ...are also confronted with tons of materials that they are either overwhelmed to teach or find it difficult to deliver on their classes. This is the goal of this paper, help teachers gain confidence and basic knowledge of teaching literature that discusses health and illness especially at this time of history. Helping both teachers and students to understand and appreciate literature as a space for developing empathy while also honing their communicative and critical thinking skills. This paper will execute this goal by providing teachers in high school a guide in teaching literature that tackles health and illness using Philippine literature. I will translate theories and concepts from other studies into easy and clear language that teachers and students will find accessible to learn and use. And to organize this article, I will divide this into three parts the first is backgrounding and developing the framework in teaching literature about health and illness. Second, the application of the framework developed using two Philippine literature texts. And lastly, this paper will demonstrate how to teach Philippine literature that tackles health and illness using an online learning management system like Canvas or Google Classroom.
Denna studie presenterar och analyserar ett läsprojekt i F–3-klasser vid två skolor i en mindre kommun. Litteraturläsning i skolan kombinerades med lässtrategiundervisning och boksamtal som övades i ...hemmen. Bokurvalet omfattade en bilderboksserie i pixiboksformat för förskoleklassens elever och mer omfattande böcker i skolår 1–3. Eleverna förväntades läsa med eller för vårdnadshavare eller annan närstående, samtala om det lästa och träna de båda läsförståelsestrategierna förutspå respektive sammanfatta. Läsprojektet pågick under sex veckor, och data samlades in genom veckovisa enkäter till vårdnadshavare och, efter avslutat projekt, fokusgruppsintervjuer med elever. Såväl elever som vårdnadshavare upplevde att mängden av textläsning bidrog till att utveckla elevernas läsfärdighet, och bokurvalets och boksamtalets betydelse kommenterades överlag positivt av deltagarna. Läsprojektet belyste och problematiserade skolans kompensatoriska uppdrag för elever som inte har ett väl utvecklat lässtöd hemifrån.
This study presents and analyses a reading project in K–3 classes (6–9-year-olds) at two schools. The project combined the teaching of reading strategies with reading fiction and book talks prepared at the schools and then practiced at home. The book selection included easy-to-read books for children, 6-year-olds, and books for the intermediate readers. The pupils were to read at home, with or for family members, talk about the books and practice the reading comprehension strategies making predictions and summarising. Data from the six-week project were collected through weekly surveys submitted by the families, and, after the completion of the project, by focus group interviews with the pupils. According to the participants, the focus on reading contributed to the development of the pupils’ reading skills and selecting suitable books and having book talks were key factors to engage the pupils. The project highlighted the awareness of the school’s compensatory duties towards pupils needing support.
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.
This paper is about the use of literary work for character education. It focuses on the following question:
How can Laxdaela Saga be used as a vehicle of character education for teenagers?
The answer ...is partially based on a review of literature from a neo-Aristotelian framework and Kantian conception of morality and partially on qualitative and quantitative data collected in three schools where Laxdaela Saga was taught for six weeks. The participating teachers found that an emphasis on moral issues was not a digression but supported them in teaching the story and helped the students understand it.
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