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Journal articles on the topic 'Literature teaching'

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Published: 4 June 2021
Last updated: 31 January 2023

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1

Reed, W. L. "Teaching Literature." Arts and Humanities in Higher Education 4, no. 3 (October 1, 2005): 331–35. http://dx.doi.org/10.1177/1474022205056985.

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2

Powers, Janet M. "Teaching war literature, teaching peace." Journal of Peace Education 4, no. 2 (August 7, 2007): 181–91. http://dx.doi.org/10.1080/17400200701523587.

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3

Stern, Guy. "Teaching Exile Literature." Die Unterrichtspraxis / Teaching German 22, no. 1 (1989): 16. http://dx.doi.org/10.2307/3530042.

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4

Kessler, Kate. "Teaching Holocaust Literature." English Journal 80, no. 7 (November 1991): 29. http://dx.doi.org/10.2307/819266.

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5

Taxel, Joel. "Teaching Children's Literature." Teaching Education 1, no. 1 (February 1987): 12–15. http://dx.doi.org/10.1080/1047621870010104.

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6

Wagner-Martin, Linda. "Teaching American Literature." Pedagogy 2, no. 2 (April 1, 2002): 271–75. http://dx.doi.org/10.1215/15314200-2-2-271.

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7

Mandlebaum, Linda Higbee, Leslie Lightbourne, and Judy VandenBroek. "Teaching with Literature." Intervention in School and Clinic 29, no. 3 (January 1994): 134–50. http://dx.doi.org/10.1177/105345129402900303.

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8

Gay, Thomas. "Teaching Children's Literature." Children's Literature Association Quarterly 12, no. 3 (1987): 129–30. http://dx.doi.org/10.1353/chq.0.0263.

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9

Willinsky, John. "Teaching literature is teaching in theory." Theory Into Practice 37, no. 3 (June 1998): 244–50. http://dx.doi.org/10.1080/00405849809543811.

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10

Aerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 564–72. http://dx.doi.org/10.18844/gjhss.v3i1.1821.

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11

Kotasthane, Dhananjay Shrikant, and Vaishali Dhananjay Kotasthane. "Utility of Interactive Teaching Tools in Classroom Teaching-A Review of literature." Annals of Applied Bio-Sciences 4, no. 1 (January 2017): R18—R21. http://dx.doi.org/10.21276/aabs.2017.1345.

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12

Hegtvedt, Karen A. "Teaching Sociology of Literature through Literature." Teaching Sociology 19, no. 1 (January 1991): 1. http://dx.doi.org/10.2307/1317567.

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13

Rettberg, Scott. "Teaching electronic literature using electronic literature." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 8, no. 1 (October 28, 2020): 23–44. http://dx.doi.org/10.14195/2182-8830_8-1_2.

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This article contains the transcript of the closing keynote lecture of the international conference "Teaching Digital Literature", given on July 26, 2019. Scott Rettberg provides an overview of his latest book, Electronic Literature (2018), and describes his experiences teaching electronic literature in various programmes. In the final section, the text discusses how electronic literature can be taught in different contexts, including Literary Studies, Creative Writing, as a critical approach to Digital Culture, and as a Digital Humanities discipline.
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14

Aliyev, S. E. "TEACHING ENGLISH THROUGH LITERATURE AND INTEGRATING LITERATURE INTO FOREIGN LANGUAGE TEACHING." EurasianUnionScientists 7, no. 62 (2019): 12–14. http://dx.doi.org/10.31618/esu.2413-9335.2019.7.62.139.

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15

Walzer, Kevin. "The Teaching of Literature." PMLA/Publications of the Modern Language Association of America 112, no. 3 (May 1997): 437–38. http://dx.doi.org/10.1632/s0030812900177521.

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16

Bruster, Douglas. "The Teaching of Literature." PMLA/Publications of the Modern Language Association of America 112, no. 3 (May 1997): 438–39. http://dx.doi.org/10.1632/s0030812900177545.

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17

Herman, Peter C. "The Teaching of Literature." PMLA/Publications of the Modern Language Association of America 112, no. 3 (May 1997): 441–42. http://dx.doi.org/10.1632/s0030812900177582.

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18

Wilkie, Christine, Frank Myszor, M. Benton, and G. Fox. "Teaching Literature 9-14." British Journal of Educational Studies 35, no. 1 (February 1987): 94. http://dx.doi.org/10.2307/3120835.

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19

Bintz, William P., and Sara D. Moore. "Teaching Measurement with Literature." Teaching Children Mathematics 18, no. 5 (December 2011): 306–13. http://dx.doi.org/10.5951/teacchilmath.18.5.0306.

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20

Nuessel, Frank. "Teaching Kinesics Through Literature." Canadian Modern Language Review 41, no. 6 (May 1985): 1014–19. http://dx.doi.org/10.3138/cmlr.41.6.1014.

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21

Hardman, Malcolm, Anne Hunsaker Hawkins, and Marilyn Chandler McEntyre. "Teaching Literature and Medicine." Modern Language Review 97, no. 3 (July 2002): 789. http://dx.doi.org/10.2307/3737593.

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22

Levine, George. "The Teaching of Literature." PMLA/Publications of the Modern Language Association of America 112, no. 3 (May 1997): 436–37. http://dx.doi.org/10.2307/462955.

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23

Martin, Bruce K. "Teaching Literature as Experience." College English 51, no. 4 (April 1989): 377. http://dx.doi.org/10.2307/377520.

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24

Lewis, Cynthia. "Teaching Literature to Adolescents." Reading Research Quarterly 34, no. 1 (January 3, 1999): 114–27. http://dx.doi.org/10.1598/rrq.34.1.7.

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25

Dhouib, Jawhar Ahmed. "Teaching Anglophone Caribbean Literature." Caribbean Quarterly 63, no. 4 (October 2, 2017): 574–77. http://dx.doi.org/10.1080/00086495.2017.1392186.

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26

Hewitt, Claudette, Matthew Beech, Oliver Watson, and Bavidra Kulendrarajah. "Teaching empathy with literature." Medical Teacher 41, no. 7 (November 14, 2018): 845. http://dx.doi.org/10.1080/0142159x.2018.1529410.

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27

Fagan, Edward R. "Teaching Literature: Science/Humanities." Bulletin of Science, Technology & Society 8, no. 5 (October 1988): 498–502. http://dx.doi.org/10.1177/027046768800800506.

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28

Skelton, J. R., J. A. MacLeod, and C. P. Thomas. "Teaching literature and medicine." Journal of Medical Ethics 25, no. 3 (June 1, 1999): 278–79. http://dx.doi.org/10.1136/jme.25.3.278.

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29

Andrews, James R., Patricia Hayes Andrews, Barry Brummett, Kathleen E. Kendall, Stephen Depoe, N. Edd Miller, and Barbara Eakins. "Reviews of teaching/literature." Communication Education 36, no. 3 (July 1987): 305–12. http://dx.doi.org/10.1080/03634528709378679.

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30

Sadownick, Douglas G. "Teaching Literature Gay-affirmatively." Arts and Humanities in Higher Education 6, no. 2 (June 2007): 197–208. http://dx.doi.org/10.1177/1474022207076829.

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31

Tucker, William M. "Teaching Psychiatry Through Literature." Academic Psychiatry 18, no. 4 (December 1994): 211–19. http://dx.doi.org/10.1007/bf03341409.

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32

Myren-Svelstad, Per Esben, and Ruth Gruters. "JUSTIFICATIONS FOR TEACHING LITERATURE." L1-Educational Studies in Language and Literature 22 (December 17, 2022): 1–26. http://dx.doi.org/10.21248/l1esll.2022.22.1.494.

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The role and importance of imaginative literature in L1 education is a topic of continuous debate. In Norway, working with imaginative literature in several genres, and from various linguistic origins, is only one of several components in the L1 subject. In this article, we present the results of a survey aiming to investigate what literature can and should do in school, according to teachers. Using a qualitative hermeneutic content analysis, we analyze and categorize the survey results. We are guided by an affirmative approach to teachers’ competences, discussing the extent to which respondents demonstrate subject matter content knowledge. Our analysis enables us to isolate eight categories of justification, many of which show significant overlap with central tenets in literary theory, the curriculum, and L1 scholarship. However, we also find indications that critical literacy is undervalued. Furthermore, the Norwegian curriculum arguably motivates an instrumental use of literature as a way of developing general literacy or adding perspectives to topics addressed in other subjects. We propose visualizing the justifications teachers express in a model taking into account two dimensions: 1) whether they imply a primary focus on the text, the reader, or the context including the author; and 2) whether their goal is benefitting the student (e.g., in terms of skills) or promoting societal change. This model is intended to provide a flexible typology which literary educators at any level can use in order to critically assess their practice.
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33

Smith, Jennifer J. "Teaching the Short-Story Cycle, Teaching American Literature." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 16, no. 2 (April 2016): 207–27. http://dx.doi.org/10.1215/15314200-3435836.

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34

Nair María, Anaya-Ferreira. "Teaching Literature under the Volcano." PMLA/Publications of the Modern Language Association of America 131, no. 5 (October 2016): 1523–26. http://dx.doi.org/10.1632/pmla.2016.131.5.1523.

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I Have Been Teaching Literatures in English for Over Twenty-Five Years at the Universidad Nacional AutóNoma de México (Unam), Mexico's national university, where I received my undergraduate degree. My formative years were marked, undoubtedly, by the universalist ideal that defines the motto of the university, “Por mi raza hablará el espíritu” (“The spirit will speak on behalf of my race”). I cannot recall whether I was aware of the motto's real meaning, or of its cultural and social implications, but I suppose I took for granted that what I was taught as a student was as much part of a Mexican culture as it was of a “universal” one. Reading English literature at the department of modern languages and literatures in the late 1970s meant that I was exposed to a canonical view of literature shaped as much by The Oxford Anthology of English Literature and by our lecturers' (primarily) aesthetic approach to it as by the idea of “universal” literature conveyed in the textbooks for elementary and secondary education in Mexico. This conviction that as a Mexican I belonged to “Western” civilization greatly diminished when in the early 1980s I traveled to London for graduate studies and was almost shattered by the attitudes I encountered while conducting my doctoral research on the image of Latin America in British fiction. I was often asked whether I had ever seen a car (let alone ridden in one), or if there was electricity in my country, and the ambivalent, mostly negative, view of Latin Americans and Mexicans in what I read (authors like Joseph Conrad, D. H. Lawrence, Graham Greene, and Aldous Huxley, as well as more than three hundred adventure novels set in the continent) forced me to question the idea that one ought to read literature merely for the enjoyment (and admiration) of it or to analyze it with assumptions that fall roughly in the category of “expressive,” or “mimetic,” criticism, which was common in those days and often took the form of monographic studies, which relied heavily on paraphrase.
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35

Coles, Nicholas. "Democratizing Literature: Issues in Teaching Working-Class Literature." College English 48, no. 7 (November 1986): 664. http://dx.doi.org/10.2307/377367.

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36

Gould, Christopher. "TEaching Literature to Basic Writers." Journal of Basic Writing 8, no. 1 (1989): 57–66. http://dx.doi.org/10.37514/jbw-j.1989.8.1.06.

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37

Xouplidis, Panagiotis. "Teaching cats in Children’s Literature." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.

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Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes. Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters. Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats. Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.
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38

Noland, Carrie. "The Teaching of Literature – Reply." PMLA/Publications of the Modern Language Association of America 112, no. 3 (May 1997): 438. http://dx.doi.org/10.1632/s0030812900177533.

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39

Shumway, David R. "The Teaching of Literature – Reply." PMLA/Publications of the Modern Language Association of America 112, no. 3 (May 1997): 439. http://dx.doi.org/10.1632/s0030812900177557.

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40

Bruffee, Kenneth A. "The Teaching of Literature – Reply." PMLA/Publications of the Modern Language Association of America 112, no. 3 (May 1997): 439–40. http://dx.doi.org/10.1632/s0030812900177569.

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41

Schuman, Samuel. "The Teaching of Literature – Reply." PMLA/Publications of the Modern Language Association of America 112, no. 3 (May 1997): 440–41. http://dx.doi.org/10.1632/s0030812900177570.

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42

Rosbottom, Ronald C., Jean-Pierre Barricelli, Joseph Gibaldi, and Estella Lauter. "Teaching Literature and Other Arts." Modern Language Journal 76, no. 2 (1992): 230. http://dx.doi.org/10.2307/329776.

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43

Iliev, Nevin, and Frank D'Angelo. "Teaching Mathematics through Multicultural Literature." Teaching Children Mathematics 20, no. 7 (March 2014): 452–57. http://dx.doi.org/10.5951/teacchilmath.20.7.0452.

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44

Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.

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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.
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45

Kiguli, Susan Nalugwa. "Personal Reflections on Teaching Literature." PMLA/Publications of the Modern Language Association of America 131, no. 5 (October 2016): 1531–34. http://dx.doi.org/10.1632/pmla.2016.131.5.1531.

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In An Essay Titled “The Future of Criticism,” Edward W. Said Made a Remark That I First Took to Be a Platitude: “Criticism exists only because critics practice it. It is neither an institution nor, strictly speaking, a discipline” (165). On further thought, I began to see the strength of this assertion and the implication that practices cultivate continuity and certain ways of seeing. People are in many ways products of their historical and cultural contexts. For example, while I initially resisted starting my reflections on teaching literature by discussing how I was taught the subject in my early years, I know that my story will be incomplete if I do not at least devote a paragraph or two to that experience.
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46

Martin, Biddy. "Introduction: Teaching Literature, Changing Cultures." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 7–25. http://dx.doi.org/10.1632/s0030812900060326.

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47

Marasini, Nabin Chandra. "Teaching English Language through Literature." NUTA Journal 6, no. 1-2 (March 22, 2019): 28–31. http://dx.doi.org/10.3126/nutaj.v6i1-2.23225.

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This paper seeks to examine the importance of literature in the English language classroom and looks at the effect of its use. Examples given will be mainly from personal experience gained from teaching Nepalese students. It is necessary to understand the importance of teaching English Language through literature in order to make language learning an enriching experience for students. The growing trend of learning English in Nepal has increased its significance as well. The uses of literature in the classroom explore the interesting uses of words, phrases and sounds in contexts. It, then, without human intervention increase students’ awareness of literary language and help them understand language better.
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48

Halloran, Laurel. "Teaching Transcultural Nursing Through Literature." Journal of Nursing Education 48, no. 9 (September 1, 2009): 523–28. http://dx.doi.org/10.3928/01484834-20090610-07.

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49

De Paiva Soares, Henrique, and Denise Ismênia Bossa Grassano Ortenzi. "Exploring literature in English teaching:." Revista da Anpoll 52, no. 1 (May 31, 2021): 71–93. http://dx.doi.org/10.18309/ranpoll.v52i1.1529.

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With a purpose of investigating if a book club creates spaces for students to experience personal involvement through the fruition of art, this paper discusses the book club experience of the novel “Wonder” in a group of 18 upper-intermediate English students. The data were collected through 6 personal responses from each student; then, a quantitative analysis of the Halliday’s types of processes (2004) and a qualitative categorization concluded that they have shown personal involvement with the novel through their lexicon-grammatical choices. As an outcome, in 71% of the answers, students expressed themselves by verbal and mental cognitive functions, sharing personal beliefs and point of views that they had while interacting with the novel. Such answers exposed how relationships with the social-cultural background of the student leads to personal involvement with a literary text. It makes possible to conclude that once learning a language through reading, literature becomes a key point to activate the process of fruition of art and lead to a meaningful and unique process.
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50

Yusupov, Konisbay Abilovich. "Curricula for teaching karakalpak literature." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 5 (2021): 1069–74. http://dx.doi.org/10.5958/2249-7137.2021.01525.1.

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