Language and Literature: False Dichotomies, Real Allies

Barnett, Marva A.

doi:10.1632/adfl.22.3.7

Cited by 9 publications

(14 citation statements)

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“…Notes 1. While this type of questioning may seem sporadic, as Bamett (1991) suggested, its format must in fact be purposeful and methodical to achieve its goal.…”

Section: Resultsmentioning

confidence: 99%

Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation

Paesani

2005

Foreign Language Annals

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This article outlines an approach to explicit grammar instruction that uses literary texts as comprehensible, meaning-bearing input. In this approach, which employs strategiesfrom the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammaticalforms and as a springboardfor communicative practice of theseforms after explicit instruction. The goal is to provide learners with meaning-bearing input to assist their acquisition of grammaticalforms, to raise students' consciousness about the target language, to encourage meaningjid communication among learners, and to develop skills and strategies in the reading ofliterary texts. The presentation of the proposed technique is followed by an example of teaching French relative pronouns based upon Prdert's (I 949) poem "Le Message."

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“…Notes 1. While this type of questioning may seem sporadic, as Bamett (1991) suggested, its format must in fact be purposeful and methodical to achieve its goal.…”

Section: Resultsmentioning

confidence: 99%

Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation

Paesani

2005

Foreign Language Annals

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“…While this type of questioning may seem sporadic, as Bamett (1991) suggested, its format must in fact be purposeful and methodical to achieve its goal. This hybrid approach is unique in that it makes use of literary texts in an unfamiliar way: as comprehensible input for the acquisition of grammatical forms and as the basis for meaningful, form-focused communicative language use.…”

Section: Resultsmentioning

confidence: 99%

Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation

Paesani¹

2004

Foreign Language Annals

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This article outlines an approach to explicit grammar instruction that uses literary texts as comprehensible, meaning‐bearing input. In this approach, which employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for communicative practice of these forms after explicit instruction. The goal is to provide learners with meaning‐bearing input to assist their acquisition of grammatical forms, to raise students' consciousness about the target language, to encourage meaningful communication among learners, and to develop skills and strategies in the reading of literary texts. The presentation of the proposed technique is followed by an example of teaching French relative pronouns based upon Prévert's (1949) poem “Le Message.”

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“…Starting in the mid-1980s and continuing through the 1990s, scholars in applied linguistics produced a large body of research on what is now known as the language-literature divide in university FL programs (e.g., Barnett, 1991;Bernhardt, 1995;Henning, 1993;Hoffman & James, 1986;Kramsch, 1985;Muyskens, 1983;Schultz, 1995). This divide is characterized by fixed lines of demarcation between language study in lower-level courses and literary study in upper-level courses, the assumption being that once students have completed lower-level language courses, they are ready to carry out the advanced-level tasks expected in literature courses.…”

Section: The Language-literature Dividementioning

confidence: 99%

Research in Language-Literature Instruction: Meeting the Call for Change?

Paesani¹

2011

Ann Rev Appl Linguist

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The purpose of this review is to assess whether recent scholarship on language-literature instruction—the deliberate integration of language development and literary study at all levels of the foreign language curriculum—within the context of U.S. institutions of higher education reflects shifts in thinking regarding the role of literature in foreign language curricula. These shifts have come in response to the 2007 Report of the Modern Language Association Ad Hoc Committee on Foreign Languages, which recommended replacing the traditional two-tiered program structure with more coherent curricula that merge language and content, and to the general questioning of communicative language teaching as a viable method for language instruction and adequate preparation for advanced-level work in a foreign language. Current approaches to language-literature instruction and foreign language curriculum design favor multimodal language development that places equal importance on oral and written language and interpretative interaction with literature to construct textual meaning and establish form-meaning connections. This review surveys empirical and classroom practice research on literature in language courses and language in literature courses and concludes with a consideration of larger curricular issues and areas for future research.

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Language and Literature: False Dichotomies, Real Allies

Cited by 9 publications

References 0 publications

Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation

Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation

Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation

Research in Language-Literature Instruction: Meeting the Call for Change?

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