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Rereading Flaubert: Toward a Dialogue between First- and Second-Language Literature Teaching Practices

Published online by Cambridge University Press:  23 October 2020

Betsy Keller
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Abstract

There are many disparities in literary competence between teachers and students. It is emblematic of these differences that students in introductory college literature courses usually read assigned texts only once, while the teacher's normative experience involves multiple rereadings. For inexperienced readers in these classes, the task of acquiring literary competence may seem as difficult as learning a foreign language. Research in the study of foreign languages and literatures contains valuable insights for the teaching of first-language literature. The traditional lecture-and-discussion format fails to address the individual student's background knowledge, motivation for literary study, and personal response to texts. Prereading activities, tasks to accompany at-home reading, and collaborative strategies in class discussion can lead readers to engage texts more meaningfully in the introductory literature classroom.

Type
Research Article
Information
PMLA , Volume 112 , Issue 1: Special Topic: The Teaching of Literature , January 1997 , pp. 56 - 68
Copyright
Copyright © Modern Language Association of America, 1997

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