Anglophone Literature in Second-Language Teacher Education: Curriculum Innovation through Intercultural Communication

• Carsten Albers ^[1] ; Laura Schröter ^[2]
  1. [1] Martin-Luther-University Halle-Wittenberg (Germany)
  2. [2] Elisabeth-Gymnasium Halle (Germany)
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 78, Nº 1, 2024, págs. 104-108
• Idioma: inglés

• Es reseña de:

  • Anglophone Literature in Second-Language Teacher Education: Curriculum Innovation through Intercultural Communication

    Justin Quinn (ed. lit.), Gabriela Kleckova (ed. lit.)

    Routledge, 2021

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• Resumen

  • In the introduction to this volume, which consists of thirteen essays by various authors plus an introduction and a conclusion, the editors propose a new model for teaching literature to preservice EFL teachers, thus raising awareness of the impact of intercultural theory and communication on studying and teaching literature. They take into consideration that their compilation primarily addresses literary scholars, who can arguably be seen as the target audience providing an education in literary studies to EFL teacher students. Hence, Quinn and Kleckova stake their research interest in how to professionalize these experts of their field with regards to changing demands due to ‘dynamic, transnational and translingual’ (p. 2) literary canons. Consequently, they criticize realia-oriented teaching approaches focused on knowledge about a target culture as ‘essentialist and ahistorical’ (p. 5). Even though it should be acknowledged that literary scholars acquire more nuanced concepts of culture and intercultural competence, practical implications remain an academic void.