Handout literary competency

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Handout literary competency

  1. 1. Literary Competency Simon, Lüder, Heiden 1 Martin Simon, Benjamin Lüder, Eric Heiden Mail: eheiden@uni-potsdam.de Department of English and American Studies Seminar: Der kompetenzorientierte Englischunterricht Winter Term 2013 12/16/13 Teaching Literary Competency What is literature? - from Latin "litterae" - "things made from letters". - in the broad sense: all written communications - the entire corpus of written works - in the narrow sense: poetic and imaginative texts (distinct aesthetics and complexity) >> The reader decides if a text is “literary” or “non-literary”. - also see: Nünning pp. 15-20 What is literary competency? - referring to Thaler (259): literary competency consists of three parts that are interconnected: knowledge (about the history of literature and literary theory) - attitude (the joy of reading, having a sense of quality and intercultural consciousness) - skills (reading, understanding, analyzing, creating) Why teaching literary competency competency? Common European Framework of Reference for Languages: C1 level - "I can understand long and complex factual and literary texts, appreciating distinctions of style." C2 level - "I can read with ease virtually all forms of the written language including abstract, structurally or linguistically complex texts such as manuals, specialized articles and literary works." The Brandenburg framework curriculum for the elementary level: - Grade 1/2: to be able to read out short poetic texts - Grade 3/4: to be able to understand the content of visually supported stories
  2. 2. Literary Competency Simon, Lüder, Heiden 2 The framework for the grades 5-10 - Grade 5-6: to be able to make hypothesis about the content of a text and to use previous knowledge to raise a reading-expectation, extract the intention of a text, illustrate/re-stage a text - Grade 7/8: to be able to understand easy fictional texts and it its structure - Grade 9/10: to be able to understand different authentic fictional texts that are situated in known contexts, understand the type and intention of a text The framework for the grades 10-12: - to be able to communicate about literary-aesthetic aspects, understand the most parts of literary text, understand the historic dimension, among others, of a literary text, be able to interpret the content of literary texts and know of its special characteristics Benefits of teaching literary competency: - support the language learning process - increase in motivation for reading in English - can improve the intercultural knowledge - can generate personal benefits - enables a variety of perspectives on a text - having knowledge about literature still carries social prestige How to chose the right text for the class (cf. Thaler p. 261) criteria of selection: - type of school - level (primary, secondary) - learner interests - age, level of proficiency, background of the learner - personal competences - textual: - linguistic diffifulty - thematic complexity - aesthetic complexity - literary genre - curricular conformity - length - topicality - availability of text-related media
  3. 3. Literary Competency Simon, Lüder, Heiden 3 Approaches to working with literature in class (Thaler pp. 264-269) CREATIVE WRITING WEB 2.0 APPROACHES POETRY
  4. 4. Literary Competency Simon, Lüder, Heiden 4 APPROACHES TO NOVELS AND DRAMA Approach Description Pros Cons Straight through approach Work is read at home before discussion in class Easier understanding, delve deep into topic, in class time for discussion All students must have read novel, very time consuming for them Chunks approach Beginning is read/discussed together, dates set for next passage (reading at home), then discussion, students keep a reading log Time-saving in class, focus on important passages, whole text is read Difficult to split text in manageable chunks Segment Approach Each lesson: discussion of segment of work in class, prepare at home/school Reading complete work, suspense, possible to form groups Can be time consuming in class, enforces constant reading-pace Sandwich Approach Some parts read, some Time-saving, skipping parts skipped/summarized less important parts, may interest readers in reading the skipped passages Difficult to understand novel; students may think that excerpts enable them to judge the whole work Topic Approach Several books (or chapters) from same genre or period or same author are read in excerpts Very deep understanding of a certain topic possible No appreciation of whole works Patchwork Approach Several books on same topic by various authors, different genres and different periods in excerpts Deep understanding of a topic possible, discussion of literary history No appreciation of whole work Appetizer Approach Only excerpt of book is read and discussed Saves most time, focus No deep understanding, on important passage, ignores context good for detailed analysis, very good for deciding on what book to read (democratic decision) Bibliography Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Language Policy Unit, 2001. Accessed 12/15/13. Web. (www.coe.int/t/dg4/linguistic/source/framework_en.pdf) Dawidowski, Christian. Gegenwartsliteratur und Postmoderne im Literaturunterricht. Hohengehren: Schneider Verlag, 2013. Print Dawidowski, Christian & Dieter Wrobel (ed.). Kritik und Kompetenz - Die Praxis des Literaturunterrichts im gesellschaftlichen Kontext. Hohengehren: Schneider Verlag, 2013. Print. Ministerium für Bildung, Jugend und Sport des Landes Brandenburg. Rahmenlehrplan für moderne Fremdsprachen Jahrgangsstufen 1-10.2008. Accessed 12/15/13. Web. Ministerium für Bildung, Jugend und Sport des Landes Brandenburg.Vorläufiger Rahmenlehrplan für den Unterricht in der gymnasialen Oberstufe im Land Brandenburg. 2008.Accessed 12/15/13. Web. Neuner, Jörg. Medienreflexives Erzählen - Zu einer erweiterten Literatur- und Kulturdidaktik. Hohengehren: Schneider Verlag, 2013. Print. Thaler, Engelbert. Englisch unterrichten: Grundlagen - Kompetenzen - Methoden. Berlin: Cornelsen Verlag, 2012. Print. RECOMMENDATION: NÜNNING, VERA & ANSGAR. An Introduction to the Study of English and American Literature. Stuttgart: Klett, 2009. Print.

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