PDF pending restoration
ERIC Number: ED205024
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
The Uneasy Status of Literature in Second Language Teaching at the School Level: An Historical Perspective.
Surveys show that literature is virtually absent from secondary level second language (SL) programs; at the same time it is often asserted that literature used to dominate these programs. The thoughts of authorities and educators in Ontario, Great Britain, the United States, the Canadian province of Ontario, and Germany over the period of 100 years are studied on the role of literature in SL instruction and the reasons for its change of status. A communicative concept of literature serves as a conceptual framework, and particular attention is paid to literature for children and adolescents. The sources are official reports and statements, books by leading theorists, professional journals, and actual teaching materials. The following concerns revealed in these sources are examined in separate chapters: (1) whether literature should be included in the school SL program; (2) criteria for selection of texts; (3) how literary texts should be edited; (4) when literary texts should be introduced; and (5) teaching methods. Some results of the study show that the same doubts and questions on the role of literature have been raised during the whole period studied, and a general lack of knowledge of literature for children and adolescents was evident. The assumption that literature used to dominate the SL programs is not borne out by this study. (Author/AMH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism.
Identifiers - Location: Canada; Germany; United Kingdom (Great Britain); United States