The last few decades have witnessed a growing interest in the benefits of linking the learning of a foreign language to the study of its literature. In fact, the emphasis on working with culturally authentic texts is one of the central claims for curriculum reform in EFL/ESL teaching nowadays. Moreover, the latest developments in text-based teaching point to a curriculum in which language, culture, and literature are taught as a continuum.
Nevertheless, the incorporation of literary texts into the language curriculum is not easy to tackle. Many linguists refer to literary content as extremely demanding for both teachers and students. Not surprisingly, many teachers tend to avoid using literary texts for this reason.
Teaching American Literature: A Journal of Theory and Practice (TALTP), a peer-reviewed open source online journal, is accepting articles for our Winter 2018 issue, How Do We Survey. We are interested in articles by instructors and their experiences in teaching the American literature survey course in all its permutations. How are the classics and contemporary American authors balanced in surveys? What are the difficulties? The benefits? Any issue pertaining to teaching American literature is welcome, from assignment creation, gender issues, difficulties with translations, to first-hand accounts of both successes and failures.
Fostering Global Competence: Teaching Language and Culture Through Film
The session aims to reimagine the fundamental pedagogical role of foreign language and culture courses in the college curriculum in the era of globalization. Providing students with cultural experience is the objective and challenge in beginners’ language and culture courses. Films can provide the narrative of our fast-changing time, allowing reflection on global issues as well as cultural values. This session will explore whether it is possible to add relevant content to our instruction to help students reflect on the global era.
CFP: Digital English: A Handbook for the 21st Century Classroom
Edited by Naomi Milthorpe, Robert Clarke, Joanne Jones, and Robbie Moore.
Submissions due: October 31, 2017.
New university students are digital natives; our classrooms filled with technology. Our students are increasingly online only – distanced by the demands of economics, geography, or time. Yet as English scholars, most of our training has been with physical materials and face-to-face methods: books, paper, discussion. So what are the best methods of using technology in our classrooms? How, why, and when should we use it?
Capstones are an established part of undergraduate curricula. Often a requirement in degree programs, these investigative and research-based projects stress relevance and practicality. They are, thus, often promoted as necessities; they demand critical thinking, clear analytic writing, methodological application, and for those projects collaborative in their structure, teamwork and negotiation. Capstones encourage inventive and imaginative thought, reinforcing activities we associate with what we might call the ideal “humanist” – philosophically and ethically engaged, socially aware, and community minded.
In June of 1948, Shirley Jackson’s short story “The Lottery” appeared in The New Yorker. Jackson’s story juxtaposed a nostalgic depiction of rural America with a jarringly brutal ending, causing outraged readers to cancel their New Yorker subscriptions and to deluge Jackson with hate mail. In the 70 years since then, “The Lottery” has become a staple of short story anthologies and American literature curricula, as well as having been adapted into a radio play, two television movies, a popular educational film, an opera, a ballet, a one-act play, and an episode of South Park.
Papers addressing the difficulties of students for whom academia is foreign, considered in terms of the student’s alienation, psychological unpreparedness, underdeveloped perspective, etc. How can such students be incorporated into academia, and thereby into work (and life broadly) made accessible by education? Alternatively, should we seek such incorporation, or instead reimagine and change academia, and how? Institutions have implemented a variety of assimilation and retention strategies, some with better records than others. Some programs engage students individually, whereas others emphasize building communities; some strategies focus on key first-year courses, such as introductory writing.
For 152 years, H.G. Wells has been part of our literary cannon in science fiction, criticism and utopian projections. Fiction writers have the latitude to focus on current issues of their time, often in the guise of fictional places and/or unusual characters. H.G. Wells did exactly that in his science fiction as well as his fiction stories. Wells’ vision of an “open conspiracy of intellectuals and willful people” to build Cosmopolis occurs regularly in most of his fiction, and appears prominently in his major prophetic writings before 1914: in Anticipations, in A Modern Utopia, and elsewhere (W. Warren Wagar 40-42). The focus of this roundtable is to discuss the techniques H.G.
In our current climate of fake news from seemingly authoritative sources, and high journalistic integrity from formerly discounted sources, it is clear that our criteria for evaluating the reliability of sources is shifting. I propose that a lack of news literacy is part of a larger literacy problem: readers need to understand tone from context and form. For as long as we have been assigning our composition or literature classes to read "A Modest Proposal" or anything else with an unreliable narrator, and as long as we have been explaining to potential book banners that a book with blatantly racist characters is not inherently racist, we language and literature instructors have been developing strategies to teach tone.