Finding the Third Place (Literature and Language Teaching)
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The paper focuses on two main problems: what is necessary knowledge for teaching literature to people from other cultures and what processes teachers and learners go through while reading literary pieces? When learners read literature their attitudes and reactions vary and different emotions come to the surface. Literature has a significant role in modern education as it helps to strengthen cultural identity of the student. In addition, we should pay attention to the second identity of the second subject of this process, that is, a teacher. So the next important question is: what type of connections forms between teacher’s self-awareness and student’s identity while reading literary pieces? Teachers must be conscious of responsibility they have if they want to help learners start negotiations with a new, unknown text of culture (literary text) and find their own place in a new space – the third place (Kramsch). In such an educational situation an intercultural model of teaching becomes essential as it is based on comparison of differences. In conclusion the paper describes examples of practice - using literary text during foreign/second language class1.
Abstract
The paper focuses on two main problems: what is necessary knowledge for teaching literature to people from other cultures and what processes teachers and learners go through while reading literary pieces? When learners read literature their attitudes and reactions vary and different emotions come to the surface. Literature has a significant role in modern education as it helps to strengthen cultural identity of the student. In addition, we should pay attention to the second identity of the second subject of this process, that is, a teacher. So the next important question is: what type of connections forms between teacher’s self-awareness and student’s identity while reading literary pieces? Teachers must be conscious of responsibility they have if they want to help learners start negotiations with a new, unknown text of culture (literary text) and find their own place in a new space – the third place (Kramsch). In such an educational situation an intercultural model of teaching becomes essential as it is based on comparison of differences. In conclusion the paper describes examples of practice - using literary text during foreign/second language class1.
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