ERIC Number: ED481412
Record Type: RIE
Publication Date: 2001
The Gordian Knot: Language, Literature, and Critical Thinking.
Schultz, Jean Marie
This chapter contains a dialogue that challenges philosophical and practical divisions both inside and outside the academy regarding the development of literacy and literary competence in foreign language departments. It also describes curricular revisions that address those divisions. One author crafts an argument for reform based on the notion that a thorough rethinking of the understanding of the nature of language is required. Rather than continuing to support educational practices that separate language and knowledge, the author proposes that pedagogical approaches must reflect an understanding of language as a humanly constructed meaning-making model of reality. This understanding of language as a social semiotic presumes an integration of language and knowledge that can shape a new understanding of the nature of language and literacy. To illustrate how these concepts play out in the classroom setting, the other author outlines a course that achieves a symbiosis of content and language instruction--a course in which students are encouraged to evolve beyond communicative goals to achieve nuanced interpretations of literary texts and, by extension, human experiences. The authors weave an argument for curricular reform that integrates language and content at all levels of instruction. (Contains 76 references.) (SM)
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: In: SLA and the Literature Classroom: Fostering Dialogues. Issues in Language Program Direction: A Series of Annual Volumes; see FL 027 849.