After the MLA report: Rethinking the links between literature and literacy, research, and teaching in foreign language departments
| dc.contributor.author | Arens, Katherine | |
| dc.date.accessioned | 2020-12-14T23:15:58Z | |
| dc.date.available | 2020-12-14T23:15:58Z | |
| dc.date.issued | 2010-01-01 | |
| dc.description.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. | |
| dc.identifier.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 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69690 | |
| dc.publisher | Heinle Cengage Learning | |
| dc.title | After the MLA report: Rethinking the links between literature and literacy, research, and teaching in foreign language departments | |
| dc.type | Article | |
| dc.type.dcmi | Text | |
| prism.endingpage | 228 | |
| prism.startingpage | 216 | |
| prism.volume | 2010 |
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