Making Authentic Literary Texts Relevant, Meaningful, and Fun in Advanced Beginner and Intermediate Spanish-Language Classrooms

Autor/in	Shepin, Laura Graebner
Titel	Making Authentic Literary Texts Relevant, Meaningful, and Fun in Advanced Beginner and Intermediate Spanish-Language Classrooms
Quelle	In: Hispania, 102 (2019) 3, S.313-318 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Spanish; Second Language Learning; Second Language Instruction; Literature; Vocabulary Development; Grammar; High School Students; Textbooks; Lesson Plans; Instructional Design; Literary Devices; Reading Material Selection; Learning Activities; Teaching Methods + Suchen Sie Ihr Suchwort? Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Literatur; Wortschatzarbeit; Grammatik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Textbook; Text book; Schulbuch; Lehrbuch; Lesson planning; Unterrichtsplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Literaturarbeit; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The incorporation of literary texts in advanced beginner and intermediate level language classrooms (high school Spanish, years 2-4; university Spanish, semesters 2-4) can seem intimidating. The thoughtful exploration of literary texts takes time away from other content, specifically grammar and vocabulary, which often seem more straightforward to teach due to the plethora of instructional and assessment tools already available. Additionally, the accessibility of the literary texts found in some text books, and the lack of complete instructional materials for instructors to teach these texts, might discourage instructors from including literary texts in course curriculum. Selecting and teaching a literary text successfully requires, like all good teaching, thoughtful and intentional lesson design. Teachers need to ask the following questions to understand the challenges the text presents to students and to identify the goals the teacher has for student learning: (1) Is the text thematically appropriate?; (2) What vocabulary and grammar will students need to know to understand the text?; (3) How sophisticated are the literary devices used in the work?; (4) What will students need to know about the culture, the author, or the work itself before reading the text?; (5) How much time do I have?; and (6) What do I want students to understand about the work? The answers to these questions should direct the creation of activities for before, during, and after reading. While each teacher, classroom, and text require different support, the following activities in this report provide a menu of choices that can be customized as needed. (ERIC).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01