Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69690

After the MLA report: Rethinking the links between literature and literacy, research, and teaching in foreign language departments

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Title:After the MLA report: Rethinking the links between literature and literacy, research, and teaching in foreign language departments
Authors:Arens, Katherine
Date Issued:01 Jan 2010
Publisher:Heinle Cengage Learning
Citation:Arens, K. (2010). After the MLA report: Rethinking the links between literature and literacy, research, and teaching in foreign language departments. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 216-228. http://hdl.handle.net/102015/69690
Abstract:This chapter takes up today’s literary and cultural theory as lacking attention to research
and classroom implementation. The National Standards for Foreign Language Learning,
I argue, can be used as a heuristic to develop these missing strategies, as they clarify what is
at stake in learning culture. This chapter calls for a more responsible approach to curriculum,
at all levels from beginner to graduate/professional, by focusing on appropriate stages
of cognitive development and by insisting that the theory project be integrated into concrete
and defensible pedagogical goals––an urgent necessity in a moment when institutional
demands on humanities departments are forcing the encounter between theory and praxis.
URI:http://hdl.handle.net/10125/69690
Volume:2010
Appears in Collections: 2010 CRITICAL AND INTERCULTURAL THEORY AND LANGUAGE PEDAGOGY


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