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

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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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2010 CRITICAL AND INTERCULTURAL THEORY AND LANGUAGE PEDAGOGY