Teaching Literature to Adolescents

Beach, Richard; Appleman, Deborah; Fecho, Bob; Simon, Rob

doi:10.4324/9781315709758

Cited by 34 publications

(36 citation statements)

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“…This result concurs with previous studies that emphasize the importance of agency and freedom of choice in the literature classroom (e.g., Beach et al, 2011;Lenters, 2006;Smith & Wilhelm, 2002) as well as the potential benefits of interaction and dialogue (e.g., Applebee et al, 2003;Eeds & Wells, 1989;Galda & Beach, 2001;Nystrand, 1997). The current study expands these insights to perceived personal and social learning in the literature classroom, although we should bear in mind that no causal relations can be detected.…”

Section: Aspects Of Teaching Perceived Learning Outcomes and Studentsupporting

confidence: 91%

“…For the purposes of this study, we made use of a continuum, ranging from an analytical-interpretative to a personal-experiential extreme. We are aware that this opposition may seem rather obsolete in light of recent research (e.g., Beach et al, 2011;Van de Ven & Doecke, 2011;Wilhelm, 2007), but this does not mean that literature teachers are able to bridge the gap as well (Hillocks, 2011). Although teachers may be increasingly aware of the potential benefits of valuing their students' experiences, in practice there appears to remain a divergence between more engaging, experiential instruction and more formalist, knowledge-oriented instruction in the literature classroom (Ives, 2012;MaloJuvera, 2014), which may partly be due to the convenience of text analysis for testing and evaluation.…”

Section: Aspects Of Teaching Perceived Learning Outcomes and Studentmentioning

confidence: 99%

“…This could potentially impede transportation into a story, 'a convergent process, where all mental systems and capacities become focused on events occurring in the narrative' (Green & Brock, 2000, p. 701) which 'may be a mechanism for narrative-based belief change ' (p. 703). If there is little freedom of choice, students' individual reading preferences may not be fully acknowledged, whereas research suggests that attending to their preferences, offering them a certain freedom of choice and supporting them in choosing the book that fits them best at a particular moment may be crucial for their engagement in the literature classroom (e.g., Beach, Appleman, Hynds & Wilhelm, 2011;Lenters, 2006;Smith & Wilhelm, 2002;Witte, 2008).…”

Section: Literature Education In the Netherlandsmentioning

confidence: 99%

“…On the other hand, the literature classroom might foster personal and social insights if the social nature of literary reading (Bloome & Green, 1984) is acknowledged and valued, for instance if students are encouraged to bring personal experiences to texts and to share their reading responses (Applebee, Langer, Nystrand & Gamoran, 2003;Beach et al, 2011). Sharing their responses may broaden their minds (Holland & Schwartz, 1975), which may, by extension, broaden their perceptions of themselves and others.…”

Section: Adolescents In the Literature Classroommentioning

confidence: 99%

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The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

Schrijvers¹,

Janssen²,

Fialho³

et al. 2016

L1 Educational Studies in Language and Literature

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The Dutch Institute for Curriculum Development argues that literature education is important for broadening students' personal, social and cultural horizons. Indeed, reading literary fiction may alter readers' self-and social perceptions, but little is known about whether adolescents gain such personal and social insights through reading in the secondary literature classroom, nor about how these perceived learning outcomes are related to their teachers' approaches to various aspects of literature teaching. Thus, the aims of this study were to examine the impact of literature education on students' self-and social perceptions and to explore relationships between students' learning experiences and their teachers' classroom practices. Dutch students (N=297, grades 10-12) wrote a learner report about what they learned about themselves and other people through literature education, and completed a measure on familiarity with fiction. Their teachers (N=13) completed the Teachers' Approaches to Literature Education Questionnaire (TALE-Q), which indicated more analytical-interpretative or personal-experiential approaches to three 2 M. SCHRIJVERS, T. JANSSEN, O. FIALHO & G. RIJLAARSDAM aspects of teaching. Students of teachers with distinct approaches to these aspects were grouped to compare their learning experiences. Findings showed that nearly all students (99%) reported to have learned something about themselves and others through literature education, mainly personal characterizations of oneself and others, learning about oneself and others as literary readers, descriptions and evaluations of people's behaviors, and lessons for life. In addition, teachers' reports of more classroom interaction and student autonomy were related to students' more frequent reports of personal and social insights, but this may also partly be explained by students being more familiar with fiction and having a more positive attitude toward literary reading. Implications for personal and social learning in the literature classroom are discussed.

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Section: Aspects Of Teaching Perceived Learning Outcomes and Studentsupporting

confidence: 91%

Section: Aspects Of Teaching Perceived Learning Outcomes and Studentmentioning

confidence: 99%

Section: Literature Education In the Netherlandsmentioning

confidence: 99%

Section: Adolescents In the Literature Classroommentioning

confidence: 99%

See 2 more Smart Citations

The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

Schrijvers¹,

Janssen²,

Fialho³

et al. 2016

L1 Educational Studies in Language and Literature

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show abstract

“…Teaching is a theoretical act, and theories-whether explicitly or implicitly held-have powerful effects on what teachers do, how they do it, and how they determine if they are successful (Beach et al, 2006). As teaching comprises various demands-many of them are conflicting one another-teaching requires continual decision making: making judgments about what is considered to be appropriate actions in a given situation at a given time.…”

Section: Seven Issues and Dilemmas Surrounding The Teaching Of Literamentioning

confidence: 99%

Seven Issues and Dilemmas in Literature Teaching in Efl Context: Lessons From Indonesia

Musthafa

2015

Indonesian J. Appl. Linguist

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Using literature instruction practices in different "literature programs" as a point of departure, this article discusses some knotty issues and dilemmas confronting English literature instructors and researchers in Indonesia, especially those working in the context of English as A Foreign Language (EFL). First some commonly adopted approaches to literature teaching are outlined and specific issues and dilemmas located. Next, using Indonesian current situation as a case in point, these perceived issues and dilemmas are fleshed out and possible solutions from diverse fronts are then sketched out. Keywords: Literature in EFL, Literature and ELT, Literature Programs, Literature Teaching and LearningLike other purposeful activities we choose to engage in, literature teaching is a political act. This instructional practice results from a complex interaction among varied forces, including instructors' conception of what literature is, how it might contribute to human development, what learners are capable of learning and how literature should be learned and what resources-both internal and external-are at the instructors' disposal. To make things even more complicated, these determinant factors are themselves fluid, making it virtually impossible to make fixed generalizations across contexts.The purpose of this article is to bring to our attention the situated nature of literature teaching and learning by bringing to fore diverse conceptions of literature, various options of how to approach literature and its teaching together with their concomitant issues and problems. To situate the discussion into a relatively concrete context of situation, some explicit reference will be made to observations of instructional practices and course offerings in various English Studies programs recently joined an organization called Indonesian English Studies Association (IESA) based in Depok, including those affiliated with UPI

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Pop Sonnets: The Interplay Between Shakespeare’s Sonnets and Popular Music in English Language Teaching

Schober

2023

Global Shakespeares

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Teaching Literature to Adolescents

Cited by 34 publications

References 0 publications

The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

Seven Issues and Dilemmas in Literature Teaching in Efl Context: Lessons From Indonesia

Pop Sonnets: The Interplay Between Shakespeare’s Sonnets and Popular Music in English Language Teaching

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