Autorentext

Richard Beach is Professor Emeritus of English Education at the University of Minnesota, USA.

Deborah Appleman is the Hollis L. Caswell Professor of Educational Studies at Carleton College, USA.

Rob Simon is Professor of Multiliteracies in Education at the Ontario Institute for Studies in Education of the University of Toronto, Canada.

Bob Fecho is Professor Emeritus of English Education at Teachers College, Columbia University, USA.

Klappentext

In its fifth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms.

This new edition features updated chapters that incorporate critical race theory, perspectives on teaching fiction, nonfiction, and drama, the integration of digital literacy, working with English Language Learners, and teacher research for ongoing learning and professional development. It highlights the importance of offering students a range of critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today's adolescents.

By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital.

New to the Fifth edition:
A new chapter on issues of censorship and the New Culture Wars
New examples of online tools for writing multimodal literary texts, digital storytelling, zines, comics, and graphic novels, including productive and problematic use of AI
Further engagement with critical race theory as a critical lens
Methods for engaging students with critical media literacy
Updated examples for teaching contemporary texts, including popular Young Adult novels

Added focus on multicultural literature regarding race, class, and gender issues
Methods and strategies for working with ELL students

Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers.

The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. The companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, has been updated with resources and enrichment activities. The book invites teachers to consider important issues in the context of their current or future classrooms.

Inhalt

Preface Part 1: Why Should I Teach Literature? 1. Why Teaching Literature Still Matters in the 21st Century 2. How Will I Come To Know My Students Part 2: What Texts Will Students Read and View in My Classroom? 3. How Do I Plan an Integrated Curriculum? 4. How Do I Choose and Teach Texts for My Students Within and Beyond the Canon? 5. How Do I Use of Multimodal/Digital Tools for Responding to and Creating Multimodal Texts? Part 3: How Will I Teach Literature? 6. How Do I Foster Different Ways for Talking and Writing about Literature? 7. How Do I Encourage Students to Respond Critically to Literature Through Adopting Multiple Perspectives? 8. How Do I Engage Students in Writing and Enacting Literary Texts? 9. How Do I Support Students to Write and Respond to Poetry and Spoken Word? 10. How Do I Integrate Reading Instruction with Teaching Literature? 11. How Do I Assess and Evaluate Students Learning? Part 4: We Make the Road by Walking 12. How Do I Develop as a Teacher Across a Professional Lifespan?