This article presents a new theoretical model of literary competences for use in the language classroom. The work has been both triggered by an unintended consequence of the introduction of the original CEFR in 2001, namely the marginalization of literature teaching, and inspired by the inclusion of literature in the 2018 Companion. It proposes ways to move away from a pure language-based approach to using literature by providing a model for developing literary literacy in the learner. It outlines four basic literary competences, defines each, and illustrates how they can be both used in class and related to the new CEFR descriptors and existing levels.
The opening chapter introduces and contextualizes the politics and poetics of Victorian surfaces. First, we delineate the increasing interests in both natural and constructed surfaces by taking a closer look at discourses that reflect a growing fascination with surfaces, including (pseudo-)medical treatises on physiognomy. Secondly, we focus on the politics of surface readings by scrutinizing the politics of various visual representations of Queen Victoria and the (self-)fashioning of the body politic at the centre of a growing surface culture. Third, we develop a conceptual framework for the analysis of the poetics of Victorian surfaces by analyzing the attention paid to (or withheld from) surfaces in Victorian literature and culture. By examining the role of surface reading in Victorian texts, we offer an overview of different surface cultures and debates surrounding the challenges attached to surfaces, explore how to do things with surfaces, and thereby outline what can be described as a ‘poetics of surface.’
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