"What Do You Think?" Let Me Tell You: Discourse about Texts and the Literature Classroom

Autor/inn/en	Mason, Jessica; Giovanelli, Marcello
Titel	"What Do You Think?" Let Me Tell You: Discourse about Texts and the Literature Classroom
Quelle	In: Changing English: Studies in Culture and Education, 24 (2017) 3, S.318-329 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2016.1276397
Schlagwörter	Language Styles; Cultural Literacy; Fiction; Secondary School Students; English Instruction; Psycholinguistics; Schemata (Cognition); Teaching Methods; Foreign Countries; United States Literature; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sprachstil; Fiktion; Sekundarschüler; English langauage lessons; Englischunterricht; Psycholinguistik; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	This article examines the practice of studying texts in secondary school English lessons as a particular type of reading experience. Through a critical stylistic analysis of a popular edition of John Steinbeck's "Of Mice and Men", the article explores how reading the text is framed by educational editions, and how this might present the purpose of studying fiction to students. The article draws on two cognitive linguistic concepts -- figure/ground configuration and narrative schemas -- in order to explore how "discourse about a text" can potentially influence how students read and engage with a text. Building on a previous article, the notion of "pre-figuring" is developed to offer an account of how a reader's attention can be directed to particular elements of a text, thus privileging some interpretations and downplaying others. The article then reflects more widely on the perceived purposes of studying fiction with young people, exploring in particular the recent rise of support within the profession in England for Hirsch's "cultural literacy" model, which sees knowledge about texts as more valuable than authentic reading and personal response. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01