Deadline: June 7, 2023
- How can the use of literary texts in Slavic language teaching foster the exchange with other cultures and the understanding of one’s own culture?
- How can lessons be designed so that learners are motivated to engage with Slavic literary texts?
- What kinds of literary texts are most suitable for the Slavic language classroom?
- How can new media be used in teaching Slavic languages to improve the understanding of literary texts?
These and other questions form the context for literary work when teaching a (foreign) language. Literary texts offer great potential for language teaching and contribute to the development of numerous competences, such as communicative, literary, personal, cultural, or reading
competences (cf. Bredella & Hallet, 2007). However, such lists of competences and a focus on output-orientation (cf. e.g. BMBWF, 2022; KMK, 2019) bear the risk of marginalising foreign language literature in the classroom, as the competences to be developed and the expected outcomes cannot always be measured with standardised test procedures, which is due to their complexity (cf. Hallet, 2017, 235). The situation is further complicated by the fact that, in the context of ‘literary education 2.0’, cinematic, multimodal and digital forms of learning languages and
immersing oneself in other cultures are gaining in importance alongside traditional literary genres (cf. Surkamp, 2020; Höfler, 2020). Furthermore, literary work is located in action- and product-oriented teaching (cf. Surkamp, 2010), and is confronted with challenges such as cultural-historical and contextualised reading (cf. Hallet et al., 2020, 267). At the same time, it seeks to address current social issues (e.g. Sippl & Rauscher, 2022). While the use of literature in (foreign) language teaching should also promote the development of a range of skills, its primary aim is
the comprehension of literary texts. One challenge in teaching Slavic foreign languages – usually taught as a third or fourth foreign language – is the level of the learners, which is often an obstacle to working with literary texts. It is, therefore, necessary to evaluate and adapt existing
concepts of literature work and to develop new ones suitable for the Slavic context.
Continue reading “CFP: Teaching Reading and Literature”
