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4637865 |
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OSt |
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20200219193958.0 |
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010910s2002 mau b 000 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2001039899 |
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083842466X (pbk) |
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(Sirsi) BDU-4447 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)47973301 |
| 040 ## - CATALOGING SOURCE |
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DLC |
| Transcribing agency |
DLC |
| Modifying agency |
DLC |
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CaOTUED |
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JCRC |
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pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
PB35 |
| Item number |
.S56 2002 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
418/.0071 |
| Edition number |
21 |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
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| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
418.0071 .S631 |
| Local cutter number (OCLC) ; Book number/undivided call number, CALL (RLIN) |
OISE/UT MLC |
| 245 00 - TITLE STATEMENT |
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| Title |
SLA and the Literature Classroom : |
| Remainder of title |
Fostering Dialogues / |
| Statement of responsibility, etc. |
edited by Virginia M. Scott and Holly Tucker. |
| 246 3# - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Second language acquisition and the literature classroom |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Boston, MA : |
| Name of publisher, distributor, etc. |
Heinle & Heinle, |
| Date of publication, distribution, etc. |
2002. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xviii, 222 p. : |
| Other physical details |
ill. ; |
| Dimensions |
22 cm. |
| 440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Issues in Language Program Direction |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"The title of this volume, SLA and the Literature Classroom: Fostering Dialogues, challenges us to establish communication between two groups. The identity of each of these groups, however, is not immediately apparent. The first group, SLA (second language acquisition), is particularly vague because it has come to include researchers who explore how a second language is acquired (both in the field and in the classroom), specialists in foreign language (FL) teaching and learning (K-16), and finally university teaching assistant (TA) supervisors.' While our use of the term SLA includes all of these roles, we are particularly concerned with American university professors who teach foreign languages and FL methodology courses and who supervise graduate TAs. With regard to the second group, namely those included in the reference to "the literature classroom," we consider them to be American university professors of foreign language literature with a wide variety of training, approaches, and fields of research. In most institutions, these two groups operate quite independently and have different responsibilities. Occasionally, literature professors may teach language in particular, professors at four-year liberal arts colleges. The converse, however, is rarely the case; SLA practitioners do not generally teach literature. So, the two groups, often housed within a single department, operate separately. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
The divisions between SLA and literature are not superficial. Rather, they may be as profound as the divisions between colleges of education and programs in the liberal arts, between the natural sciences and the humanities, between those who value applied research and those who honor research in theoretical domains. This division cuts through to how "real intellectualism" is defined: Do real intellectuals wrestle with concrete and practical phenomena? Or do they grapple with abstract and transcendent notions? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
At the heart of these debates lies an unspoken belief that, in the academy, the two groups are divided into second-class citizens and the "elite." The second class citizens, or members of the SLA group, may have clear ideas about what is involved in learning/acquiring and teaching FL; the elite, or the literature group, may wish to preserve their place among their colleagues in disciplines such as English and Philosophy. While the division between SLA and literature practitioners has many dimensions -- ideological (how we think about issues),<br/>linguistic (how we talk about issues), and/or curricular (how we conceive of the teaching enterprise), there is no doubt that these two groups are united in their shared commitment to students. As we look for a new professional discourse that will allow us to transcend disciplinary territorialism, we should keep in mind that students in foreign-language departments are, at any level, language learners. Whether in the lower-level classroom or the literature classroom, teachers guide their students in an exploration of how meanings are expressed and communicated through a target language. This common focus on language and language learners is, in our view, where the dialogue must begin." (Introduction, p. ix-x) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Acknowledgments |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RENEWED DEBATES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
The Gordian Knot: Language, Literature, and Critical Thinking / |
| Statement of responsibility |
Jean Marie Schultz |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COLLEAGUES IN DIALOGUE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Developing Literacy and Literary Comptence: Challenges for Foreign Language Departments / |
| Statement of responsibility |
Heidi Byrnes and Susanne Kord |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Crossing the Boundaries Between Literature and Pedagogy: Perspectives on a Foreign Language Reading Course / |
| Statement of responsibility |
Joanne Burnett and Leah Fonder-Solano |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
LANGUAGE, LITERATURE, AND PEDAGOGY |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Rethinking Foreign Language Literature: Towards an Integration of Literature and Language at All Levels / |
| Statement of responsibility |
Diana Frantzen |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading the Patterns of Literary Works: Strategies and Teaching Techniques / |
| Statement of responsibility |
Janet Swaffar |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Teaching Literary Texts at an Intermediary Level: A Structured Input Approach / |
| Statement of responsibility |
Stacey Katz |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A Stylistic Approach to Foreign Language Acquisition and Literary Analysis / |
| Statement of responsibility |
William Berg and Laurey K. Martin-Berg |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FROM SCHOLAR TO TEACHER |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research into the Teaching of Literature in a Second Language: What it Says and How to Communicate it to Graduate Students / |
| Statement of responsibility |
Elizabeth Bernhardt |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
About the Contributors |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Philology, Modern |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Second language acquisition. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Scott, Virginia M., |
| Dates associated with a name |
1951- |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Tucker, Holly |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
