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After the MLA report: Rethinking the links between literature and literacy, research, and teaching in foreign language departments
|Title:||After the MLA report: Rethinking the links between literature and literacy, research, and teaching in foreign language departments|
|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.
|Appears in Collections:||
2010 CRITICAL AND INTERCULTURAL THEORY AND LANGUAGE PEDAGOGY|
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