Representações de tradução no contexto literário acadêmico

The aim of this chapter is to discuss the place of literature in foreign language learning and teaching contexts, and to show reasons of using literary texts for the development of communicative competence, intercultural communicative competence, and for individual as well as social human growth. Although literature and language teaching had been following separate paths, currently a strong tendency emerges of integrating language and literature teaching across proficiency levels. This tendency results from the recognition of the roles that literacy, multiliteracies and multimodality play in the life of humans in the 21st century. Respected bodies such as the Council of Europe or Modern Language Association recommend merging literature and language learning to promote translingual and transcultural competence. Empirical evidence supports the claims that experiential reading of literary texts focuses the learner’s attention both on content and form, providing them with rich and meaningful input as well as opportunities for extended output, thus facilitating language learning and language improvement. It also gives access to other cultures and contributes to whole person development. However, if literary texts are to become inseparable from language learning, teachers need to be trained on what texts to use and how to use them to motivate language learners and encourage independent reading. In the chapter, the teaching of language and literature is first reviewed from the historical perspective to show a long-standing rift between language teaching and literature teaching. The case of Poland is discussed on the basis of the author’s personal experiences (retrospections) that point to the crucial role of the teacher in this context. Then reasons for including literary texts into foreign language teaching along with benefits resulting from such a combination are presented and suggestions concerning training foreign language teachers to use literary texts are included.

The article deals with possible ways of using information technologies in teaching future teachers of foreign language and foreign literature. It is established that the primary task of the organizer of the educational process is to build an educational process with a view to facilitating the development of the competences necessary for the future teachers of foreign language and foreign literature. The latest information technologies are analysed and the effective ways of their use are suggested. It was found out that information technologies actively contribute to the unique function of preparing the future specialist for the quality realization of educational services in the information and digital space. It is researched that the functional approach to the analysis of IT in the context of the educational process outlines the specific scientific basis of the proposed scientific search, which allows to organically combine the postulates of media-oriented education with cognitive and communicative principles in the study of the ways of using IT in teaching teachers of foreign language and foreign literature. According to the guidelines of this approach, the functional purpose of IT influences the processes of formation of the form and value of the obtained knowledge. An important element in describing the use of IT is the principle of consistency. It is confirmed that the general competences of future teachers of foreign language and foreign literature are represented by both subject and general competencies, where IT competence is ranked as one of the top priorities. It implies the teacher’s ability to use information technology in the course of his/her professional activities effectively and appropriately. Information technology competence, in turn, is divided into three main competences, which correspond to the separate activities of teachers of foreign language and foreign literature: general, diagnostic and subject-oriented. Examples of tasks aimed at forming different types of competences in future teachers of foreign language and foreign literature with IT involvement are given. It is proved that the use of information technologies in the process of realization of educational and professional training of future teachers of foreign language and foreign literature contributes to a more effective fulfilment of the basic curriculum assignments, in-depth study of the content of the studied discipline, optimization of self-education and self-development of the level of future specialists, an individual way of perceiving information and working with it.

У статті висвітлено окремі аспекти формування перекладацької компетентності майбутніх учителів іноземної мови та літератури. Зосереджено увагу на внутрішніх та зовнішніх чинниках, що зумовили потребу у формуванні перекладацької компетентності майбутніх учителів іноземної мови та літератури. З’ясовано потреби профільної школи та вимоги до навчання перекладу учнів старшої профільної школи. Висвітлено позиції науковців щодо тлумачення понять «переклад» та «перекладацька компетентність» і на цій основі обґрунтовано сутнісні характеристики перекладацької компетентності майбутніх учителів іноземної мови та літератури. Встановлено, що перекладацька компетентність є інтегрованою характеристикою, що передбачає здатність здійснювати переклад автентичних текстів на належному рівні та розуміти їх зміст, а також реалізовувати отриману інформацію відповідно до цільової аудиторії й подальшого використання в іншомовній освіті та міжкультурній комунікації. Обґрунтовано, що формування перекладацької компетентності майбутніх учителів іноземної мови та літератури потребує упровадження нових підходів до структурування змісту фахової підготовки, реалізації інноваційних форм та методів навчання перекладу. Окреслено суперечливі питання та проблеми, які мають місце у підготовці майбутніх учителів іноземної мови та літератури в контексті забезпечення результатів навчання усному та письмовому перекладу. Запропоновано шляхи удосконалення змісту фахової підготовки на основі розроблення та тематичного оновлення змісту обов’язкових та вибіркових освітніх компонентів. Розглянуто особливості організації самостійної перекладацької діяльності з іншомовними текстами та носіями мови. Окрему увагу приділено використанню інноваційних методів та технологій навчання перекладу майбутніх учителів іноземної мови та літератури.

Introduction: The Gender and Queer Politics of Translation: New Approaches

The study is devoted to the issue of methodology and organization of professional research and academic integrity (AI) in the formation of a foreign language and literature teacher. The purpose of the article is to characterize the role of the educational component «Methodology and organization of professional research and academic integrity» in the formation of the personality of a foreign language and literature teacher and his/her compliance with the principles of AІ, to offer methodological advice for studying the course, to reveal the policy of academic integrity in higher education institutions on the example of Hryhorii Skovoroda University in Pereiaslav. Methods. To achieve the goal, the author used the following methods: theoretical (analysis, synthesis of normative and scientific-pedagogical sources) and empirical (observation of the educational process). Results. The author considers that the study of the educational component «Methodology and organization of professional research and academic integrity» by students of the second (master's) level of higher education under the Еducational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» to be an important element of their professional training as highly competent teachers of foreign language and literature and a necessary tool for countering violations of AІ principles. The main elements of the course were considered (goal, tasks, general and professional competences that are formed during study, program learning results, content components of the course, a list of indicative topics and tasks for independent work, etc.), the certain methodical tips for studying the course are offered, the policy of academic integrity in Higher Education Institutions on the example of Hryhorii Skovoroda University in Pereiaslav are defined. Then article states that Higher Education Institutions have a number of documents that highlight the policy, standards and procedures for compliance with academic integrity, certain tools are in place to counter AІ violations, and a set of preventive measures is used. Conclusions. The educational component «Methodology and organization of professional research and academic integrity» for applicants of the second (master's) level of higher education under the Educational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» is an important element of their professional training, which together with other components of the Educational programs and certain tools of the higher education institution to counter violations of academic integrity, with the support of non-formal education and self-control regarding compliance with the principles of AІ, will be able to ensure the formation of the future foreign language and literature teacher as a highly competent scientist, professional and virtuous pedagogue. A detailed study of online services for assistance in processing the results of professional research of future foreign languages and literature teachers is defined as the perspective of further investigations.

158 The MLA’s commitment to teaching has found new expression in the MLA International Bibliography, thanks to the MLA Executive Council and the grant the MLA received in 1998 from the Andrew W. Mellon Foundation to expand the scope of the bibliography.1 I would like to report on that project from my perspective as part of the Ad Hoc Committee on the Teaching of Language, working with Diane Birckbichler, Heidi Byrnes, and Dale Lange. The committee was established by the Executive Council (and paralleled by equivalent committees for the teaching of composition and literature), and it was charged with figuring out how to integrate fuller coverage of second language acquisition (SLA) and the teaching of foreign languages into the bibliography. Our work was anything but straightforward, for in many ways it had to reverse a long-standing MLA policy. The traditional information in the “Guide for Users” of the MLA International Bibliography did, after all, state, “Works limited to pedagogy, even as it relates to the teaching of language, literature, and composition, are excluded” (ix). The American Council on the Teaching of Foreign Languages and the Conference on College Composition and Communication both had various historical stakes and traditions of bibliography, as they had evolved as professional organizations with the primary responsibility for issues surrounding the teaching of foreign languages and composition, respectively, while the teaching of litTeaching and the MLA International Bibliography

The doctoral dissertation Literature as a Cohesive Factor in Gymnasiums examines the cohesive strength of literature in high schools. It aims to answer whether literature can enable cooperation between teachers of different subjects and whether cross-curricular linking based on literary content affects students’ interest in reading those kinds of texts and reading in general. The hypothesis of the cohesive power of literature is based on Gymnasium Andrija Mohorovičić Rijeka school projects experience (Jules Verne’s Actuality, Arthur C. Clarke’s Literary Universe, GAMbit and Brilliant Novels Girls and Women). The first part of the dissertation deals with educational areas and their connection with literature. The connections of educational areas with literature are proven gradually: first, outside the classroom, and, lately, based on literature in general and on the author’s subjective experiences in the classroom as well. In that part of the dissertation, models of teaching based on literary content are proposed for all school subjects. The chapter Literature and Language and Communication Area (Književnost i jezično komunikacijsko područje) is dedicated to teaching the first language (Croatian language and the language of national minorities in the Republic of Croatia) as well as classical and foreign languages. The author of the dissertation explains the possibilities of correlation between first language and other school subjects with literary contents. Also, he emphasizes, according to Examples from Students’ Teaching Practice / Primjeri iz studentske nastavne prakse (Grakalić Plenković, 2023, pp. 63–193), that Croatian Language and Literature students are aware of those possibilities. Therefore, he presents Croatian language domains and his own working models for reading Tisja Kljaković Braić’s short story Krleža has skills / Krleža ima mota (Kljaković Braić, 2015) within the domain Croatian language and communication, John Green’s novel Paper Towns / Gradovi na papiru (Green, 2015a) within the domain Literature and creativity, and comparison of Jules Verne’s novel Twenty Thousand Leagues Under the Sea / 20 000 milja pod morem (Verne, 2003) and Alex Garland’s The Beach / Žal (Garland, 1998) with other media within the domain Culture and media. For language of national minorities teaching, he proposes reading literary texts whose protagonists are teenagers: Jasminka Petrović’s novel The Summer I Learnt to Fly / Leto kada sam naučila da letim (Petrović, 2015) in Serbian language lessons, Enrico Brizzi’s Jack Frusciante Has Lef the Band / Jack Frusciante è uscito dal gruppo (Brizzi, 1994) in Italian language lessons, Magda Szabó’s Tell Sally... / Mondják meg Zsófikának (Szabó, 1958) in Hungarian language lessons, and František Tichý’s Recruit 244 / Rekrut 244 (Tichý, 2022.) in Czech language lessons, and for higher grades in the same language order: Bora Ćosić’s poem Danube / Dunav (Ćosić, 2015), Elena Ferrante’s My Brilliant Friend / L'amica geniale (Ferrante, 2011), Imre Kertész’s Fatelessness / Sorstalanság (Kertész, 1975) and Karel Čapek’s R. U. R. (Čapek, 2018). For language teaching in general, the author proposes using literary texts that emphasize linguistic beauty or present learning language methods. Those are, for instance, Diego Marani’s New Finnish Grammar / Nova finska gramatika (Marani, 2014) and Michel de Montaigne’s essay On the Education on Children / O odgoju djece (Montaigne, 2007). The author of this dissertation gives examples from literature that confirm the importance of including literary texts in foreign language teaching, especially the first (e. g. Ćavar, 2017). Also, he highlights the dramatic approach proposed by Ana Kodrić in the book Language on Stage / Jezik na pozornici (Kodrić, 2013). He emphasizes that classical and foreign languages textbooks offer ready-made solutions for including literary texts in teaching. Moreover, he explains how teachers can include in the English language teaching Jack London’s Call of the Wild (London, 1992) and Francis Scott Fitzgerald’s The Great Gatsby (Fitzgerald, 2020), and in the classical language teaching Andrew Olimpi’s Ego, Polyphemus (Olimpi, 2018a), Labyrinthus (Olimpi, 2018b) and Jenny Teichmann’s ἐρωτικοὶ μῦθοι: Love Stories in Easy Ancient Greek (Teichmann, 2023). Furthermore, he proposes learning foreign languages series by degrees. The chapter Literature and Mathematical area (Književnost i matematičko područje) offers interesting mathematical problems related to literature from Branimir Dakić’s book Stories from Mathematics / Priče iz matematike (Dakić, 2016). The author of the dissertation emphasizes Vladimir Devidé as a successful mathematician and writer. As an example of discursive form, he analyses parts of Devidé’s book The Anti-Diary of Remembrance / Antidnevnik prisjećanja (Devidé, 1995). Furthermore, Devidé in the book Miraculous Mathematics / Čudesna matematika (Devidé, 2010) and Sanja Sruk in the paper Art and Mathematics / Umjetnost i matematika (Sruk, 2019) write about authors who have connected literature and mathematics. Solomon Marcus, in his book Mathematical Poetics / Matematička poetika (Marcus, 1974), uses mathematical tools in the analysis of literary texts as well as the Oulipo group for the skillful use of mathematical knowledge in writing literary texts. Ivana Buljubašić presents the Oulipo group in the book Oulipo and Literature of Constraints / Oulipo i književnost ograničenja (Buljubašić, 2018). Papers Literature in the Function of Contemporary Mathematics Teaching / Književnost u funkciji suvremene nastave matematike by Ivan Dražić and Katica Jurasić (Dražić and Jurasić, 2013), Who Still Doesn’t Believe in Fairy Tales? / Tko još ne vjeruje u bajke? by Snježana Lukač and Rebeka Kalazić (Lukač and Kalazić, 2020) or Mathematics and Mathematicians in Literature / Matematika i matematičari u književnosti by Mateja Zidarić (Zidarić, 2015) testify desire of Math teachers to include literary texts in their teaching. The author of the dissertation offers models of incorporating Apostolos Doxiadis’s novel Uncle Petros and Goldbach’s Conjectures / Stric Petros i Goldbachova slutnja (Doxiadis, 2001), Jasna Horvat’s Auron (Horvat, 2011) and, based on the school project experience, literary texts related to cryptography in general in the Math teaching. The chapter Literature and Natural Sciences Area (Književnost i prirodoslovno područje) confirms the presence of literature in the natural sciences, primarily throughout the naming of key terms such as chemical elements and constellations. John Emsley’s book The Elements / Vodič za elemente (Emsley, 2005) talks about naming the chemistry elements as well as Robert Burnham’s book Astronomy: A Guide to the Night Sky / Astronomija: vodič po noćnom nebu (Burnham, 2003) and David E. Falkner’s The Mythology of the Night Sky (Falkner, 2011) constellations. It is worth mentioning that even terms in other natural sciences, such as ocean and atlas in geography or narcis and melisa in biology, have origins in literature. The author of the dissertation considers autobiographical texts of famous scientists. Those texts, as Nikola Tesla’s My Inventions / Moji pronalasci (Tesla, 2015), Charles Darwin’s Autobiography and Selected Letters / Autobiografija i izabrana pisma (Darwin, 2016) or Jane Goodall’s Reasons for Hope: A Spiritual Journey / Razlog za nadu: duhovno putovanje (Goodall and Berman, 2001) testify the importance of literature in their formative years. Primo Levi is a chemist who became an excellent writer. The author of this dissertation presents Levi’s book The Periodic Table / Periodički system (Levi, 1991). Tatjana Kren gives examples of Croatian writers who were amateurs engaged in astronomy in her books Astronomical Time Machine: Sketches from the Past of Croatian Astronomy / Astronomijski vremeplov: crtice iz prošlosti hrvatskoga zvjezdoznanstva (Kren, 2002) and Stars Dry Up Heavens / Nebesa se osuše zvijezdam (Kren, 2004). Naturalism, and its central figure Zola with texts The Experimental Novel / Eksperimentalni roman (Zola, 1979) and the preface to the second edition of the novel Thérèse Raquin (Zola, 2005a, pp. 13–18), is a notable example of natural science influence on literature. Furthermore, cultural geography and ecocriticism are notable examples of the connection between literature and natural sciences. The author of the dissertation presents in detail Laura Šakaja’s book An Introduction to Cultural Geography / Uvod u kulturnu geografiju (Šakaja, 2015). As an example of more subjective connection between geography and culture he highlights Viktor Žmegač’s books Four European Cities: Cultural Horizons / Četiri europska grada: Kulturološki obzori (Žmegač, 2017) and Portraits of Cities: London, Venice, Munich, St. Petersburg / Portreti gradova: London, Venecija, München, Sankt Peterburg (Žmegač, 2019). In addition, it is worth mentioning that postcolonialism relates to cultural geography. The author of the dissertation presents ecocriticism throughout a series of texts (e. g. Garrard, 2012 and Oblučar, 2022) and proposes reading texts close to ecocriticism such as Nikola Visković’s Cultural Zoology / Kulturna zoologija (Visković, 2009) and Suzana Marjanić and Antonija Zaradija Kiš’s Cultural Bestiary / Kulturni bestijarij (Marjanić and Zaradija Kiš, 2007). Finally, he offers models of incorporating Jasna Horvat’s novel Atanor (Horvat, 2017) and Primo Levi’s The Periodic Table / Periodički system (Levi, 1991) in Chemistry lessons, Maja Klarić’s poems collection Quinta Pitanga (Klarić, 2013) in Geography lessons, Herman Melville’s Moby Dick (Melville, 1999) and Robert Perišić’s A Cat at the End of the World / Brod za Issu (Perišić, 2022) in Biology lessons, and Krilov’s Swan, Pike and Crawfish / Labud, rak i štuka (Krilov, 1997) in Physics lessons. The last example is elaborated in detail in Jakov Isidorovič Pereljman’s book Interesting Physics / Zanimljiva fizika (Isidorovič Pereljman, 1949). In addition, based on the project experience, the author of the dissertation proposes including Jules Verne’s and Arthur C. Clarke’s science fiction novels in Physics and Astronomy lessons such as Jules Verne’s Mathias Sandorf (Verne, 2001) in Geography lessons. The chapter Literature and Technical and IT Area (Književnost i tehničko i informatičko područje) explains the direct connection between literature and computer sciences in today’s world (e. g. writing on computers, publishing of electronic books and promotions on the Internet). A biographical text on the creativity of Steve Jobs (Isaacson, 2011) describes a famous Apple commercial related to Orwell’s novel 1984, negotiations over the rights to Shakespeare’s texts, and the development of electronic books and devices for reading them. Bob Dylan strongly influenced Steve Jobs, and he often associated his work in the computer industry with poetry. As an example of touching literature and computer sciences, this chapter presents digital humanities and related texts (e. g. Žigo, Lasić and Čubrilo, 2023; Piper, 2018; Jockers, 2013; Gold, 2012b and Moretti, 2000). The author of the dissertation proposes models of work on two novels in Computer sciences / IT lessons: Jasna Horvat’s Atanor (Horvat, 2017) and Ivica Ivanišević and Marina Vujčić’s Discharge Letter / Otpusno pismo (Ivanišević and Vujčić, 2016). Also, teachers could present the work of the Oulipo group and code poetry in general (e. g. Tomasula, 2012). Chapter Literature and Social and Humanist Area (Književnost i društveno humanističko područje) begins with the presentation of Bertrand Russell’s autobiography (Russell, 2009). He is a Nobel Prize winner who connects different branches of the social and humanist area. Logicomix / Stripologikon (Doxiadis and Papadimitriou, 2010) is a comic book or graphic novel about his life and work. Examples from textbooks and curriculums certify the connections between literature and the social and humanistic field. Methodologist Ivo Rendić Miočević recommends linking literary contents with History teaching (Rendić Miočević, 2000, pp. 125–133). Author of this dissertation describes the history of literature as an obvious link between history and literature (e. g. Talan, 2004; Žmegač, Škreb and Sekulić, 2003; Novak, 2003; Cesar and Pogačnik, 1991) as well as approaches to literary texts by historians in a broader sense (e. g. Cravetto/Goldstein, 2007, pp. 457–475). Nenad Ivić’s book Civil Words War / Građanski rat riječi (Ivić, 2021) served as material for questioning the readability of the world in teaching and the relationship between history and literature. The author of the dissertation offers work models for those literary texts within the History lessons: John William’s August (Williams, 2017), Miroslav Krleža’s The Croatian God Mars / Hrvatski bog Mars (Krleža, 1995) and Annie Ernaux’s The Years / Godine (Ernaux, 2021). The subchapter on Psychology explains the psychoanalytic approach to literary texts. Scientific research on writers’ autobiographies and readers’ memory are related to psychology, for instance Sanja Grakalić Plenković’s Croatian Literary Modernism in Personal Mirror / Moderna u osobnom zrcalu (Grakalić Plenković, 2018) and Lovro Škopljanac’s Literature Through Recall / Književnost kao prisjećanje (Škopljanac, 2014). International project PROMEHS (Tatalović Vorkapić and Vujičić, 2020) is an example of connecting the content of psychology and literary texts in the teaching. The author of the dissertation proposes tasks related to literary texts (e. g. Ekman’s division of emotions and the personality traits) and working models for Jennifer Niven’s All the Bright Places / Sva radosna mjesta (Niven, 2016), Renata Zlatković’s Calories / Kalorije (Zlatković, 2015) and Elena Ferrante’s My Brilliant Friend / Genijalna prijateljica (Ferrante, 2016). Feminism and postcolonialism are literary theories related to Sociology. Jelena Zbukvić’s graduate thesis Sociology and Literature: the Methodological Potential of Contemporary Croatian Prose in Teaching Sociology / Sociologija i književnost – metodički potencijal suvremene hrvatske proze u nastavi sociologije (Zbukvić, 2022) confirms correlations between literature and sociology. The author of the dissertation proposes working models for Susan Eloise Hinton’s The Outsiders / Autsajderi (Hinton, 2001), Jack Kerouac’s On the Road / Na cesti (Kerouac, 1997) and Vikas Swarup’s Slumdog Millionaire / Milijunaš s ulice (Swarup, 2009). The subchapter on Philosophy presents the philosophy of literature. The author proposes re-examination of the philosophy and literature boundaries with Iris Vidmar’s paper Philosophy and Literature on the World and Man: The Same and Different / Filozofija i književnost o svijetu i čovjeku: isto a različito (Vidmar, 2013). He designs worksheet to connect literary texts with philosophical concepts and offers working models for Jostein Gaarder’s Sophie’s World / Sofijin svijet (Gaarder, 2010), Francis Scott Fitzgerald’s The Curious Case of Benjamin Button / Neobična priča o Benjaminu Buttonu (Fitzgerald, 2009) and William Shakespeare’s Othello / Otelo (Shakespeare, 2004, pp. 305–433). For Logic, he creates tasks such as practicing tables of truth values and translating concepts into the language of logic. Author proposes working models for Antun Gustav Matoš’s Ad hominem (Matoš, 1973), Lewis Carroll’s Alice’s Adventures in Wonderland / Alica u zemlji čudesa (Carroll, 1991) and Agatha Christie’s Poirot Investigates / Poirot istražuje (Christie, 2008). Politics and Economics, he relates to the topic of refugees and uses Duško Petrović’s book Refugee in the Modern World / Izbjeglištvo u suvremenom svijetu (Petrović, 2016). Furthermore, the author of the dissertation offers a working model for Bekim Sejranović’s book From Nowhere to Nowhere / Nigdje, niotkuda (Sejranović, 2020). According to it, it is possible to work similar with Ivana Simić Bodrožić’s Hotel Zagorje (Simić Bodrožić, 2010) or Damir Karakaš’s A Perfect Place for Misery / Sjajno mjesto za nesreću (Karakaš, 2009.). In relation to Ethics and Religious Education, he considers Dean Slavić’s The Bible as Literature / Biblija kao književnost (Slavić, 2016.) as an example of linking religion and literature. For Ethics, he proposes working models for Aesop’s Fables / Basne (Ezop, 1999.), Nathaniel Hawthorne’s The Scarlet Letter / Grimizno slovo (Hawthorne, 2008.) and Kazuo Ishiguro’s Never Let Me Go / Nikad me ne ostavljaj (Ishiguro, 2005.) as well for Religious Education for Franz Kafka’s A Hunger Artist / Umjetnik u gladovanju (Kafka, 2016.), Nikola Šop’s The Divine Shepherd / Božanski pastir (Šop, 1997.) and Thomas Stearns Eliot’s The Waste Land / Pusta zemlja (Eliot, 2009.). In their interpretation, Dean Slavić’s Guide for Interpreters / Peljar za tumače (Slavić, 2011) is an immense help. The chapter Literature and Artistic Area (Književnost i umjetničko područje) begins with considering the structure and naming of terms based on the interinfluence of literature and other arts. The starting point is Viktor Žmegač’s book Literature and Music / Književnost i glazba (Žmegač, 2003), Aleksandar Flaker’s Literary Vedutas / Književne vedute (Flaker, 1999) and Walter Isaacson’s Leonardo da Vinci (Isaacson, 2021). After that, the author of the dissertation considers texts on music and fine arts, especially those of Nedjeljko Fabrio (Fabrio, 1997), who writes about music, and Tonko Maroević (Maroević, 2007), who writes about fine arts. He also quotes examples from curriculum and textbooks as well as those of methodologist Dean Slavić (Slavić, 2011). For Music, the author of the dissertation proposes working models for different genres musicians’ autobiographies and biographies, such as Chas Newkey Burden’s Adele (Newkey-Burden, 2012), Mia Dimšić’s Road to the Dream / Cesta do sna (Dimšić, 2021) and José Carreras’s Singing from the Soul / Pjevati iz duše (Carreras, 2002). For Arts, he offers working models for Tracy Chevalier’s Girl with a Pearl Earring / Djevojka s bisernom naušnicom (Chevalier, 2009), Slavenka Drakulić’s Dora and Minotaur / Dora i Minotaur (Drakulić, 2015) and Ivan Meštrović’s Michelangelo – Artist’s Essays on Artist / Michelangelo – Eseji umjetnika o umjetniku (Meštrović, 2010). The chapter Literature and Physical and Health Area (Književnost i tjelesno i zdravstveno područje) begins with an analysis of terminology taken from literature, which appears in sports sections. Then, the author gives examples of the permeations of sport and literature throughout the history of the Olympic Games (e. g. Shestakova, 2021) and writers related to sports, more specifically football (Lazzarich, 2014). He singles out Krešimir Bagić’s text Intellectualization of Football / Intelektualizacija nogometa (Bagić, 2007). As working models, he offers Miljenko Jergović’s Wilimowski (Jergović, 2016), Nebojša Lujanović's Marathon Runner / Maratonac (Lujanović, 2020.), Andre Agassi’s Open / Razotkrivanje (Agassi, 2018.) and Nan Shepherd’s The Living Mountain / Živa planina (Shepherd, 2022.). The chapter Literature and Recess (Književnost i veliki odmori) points out that it is possible to encourage reading literary texts outside the classroom. The author explains how talking about books can bring students together and suggests the presentation of suitable texts that students could read during school recess. Books that contain short, entertaining, or informative texts, suitable for reading aloud for fifteen minutes, would be ideal; for instance The Literature Book / Velike ideje – Književnost (Calogjera Rogić / Gilbert et al., 2020), Luka Ostojić’s Help, We Read the Book!: Clinical Glossary of Critical Reading / Upomoć, pročitali smo knjigu!: Klinički pojmovnik kritičkog čitanja (Ostojić, 2018.) and Wise Thoughts for Every Day / Mudre misli za svaki dan (Gogala and Peček, 2006.). All those chapters on educational areas have parts dedicated to the author of this dissertation’s individual experiences. Precisely, he gives examples such as discussions about mathematician Leonhard Euler during the interpretation of Krleža’s play The Glembays / Gospoda Glembajevi (Krleža, 1997.) in the classroom, the passage of time and physics in general during the interpretation of the Janko Leskovar’s The Thought on Eternity / Misao na vječnost (Leskovar, 2001), the relationship between real and fictional space during the interpretation of Antun Branko Šimić’s poems Hercegovina (Šimić, 2012, pp. 81 and 103), the influence of art on literary characters such as Filip Latinovicz (Krleža, 2000) or Gregor Samsa (Kafka, 2012), a sport based on Pindar’s poems (Pindar, 2015) or the basketball according to Damir Karakaš’s Sjećanje šume (Karakaš, 2016). Those links are common, and teachers and textbook authors use them. In the section on personal experience, the author of the dissertation emphasizes the implementation of school projects Jules Verne’s Actuality, Arthur C. Clarke’s Literary Universe, GAMbit and Brilliant Novels Girls and Women with teachers of other subjects. At that time, students considered books from different perspectives (mentioned areas). This is a short list of the books represented in the projects: Jules Verne’s Twenty Thousand Leagues Under the Seas / 20 000 milja pod morem (Verne, 2003.), From the Earth to the Moon / Put na Mjesec (Verne, 1985), Eight Hundred Leagues on the Amazon / Osam stotina milja Amazonom (Verne, 2002) and Mathias Sandorf (Verne, 2001), Arthur C. Clarke’s Rendezvous with Rama / Sastanak s Ramom (Clarke, 2010), The Hammer of God / Božji čekić (Clarke, 2002) and 2001: A Space Odyssey / 2001: Odiseja u svemiru (Clarke, 1993), Slavenka Drakulić’s Mileva Einstein, Theory of Sadness / Mileva Einstein, teorija tuge (Drakulić, 2016), Dora and Minotaur / Dora i Minotaur (Drakulić, 2015) and Frida’s Bed / Frida ili O boli (Drakulić, 2007), Margot Lee Shetterly’s Hidden Figures (Lee Shetterly, 2016), Rebecca Skloot’s The Immortal Life of Henrietta Lacks / Besmrtni život Henriette Lacks (Skloot, 2011), Rosa Montero’s The Ridiculous Idea of not Seeing You Again / Smiješna ideja da te više neću vidjeti (Montero, 2019), Elena Ferrante’s My Brilliant Friend / Genijalna prijateljica (Ferrante, 2016), Marija Jurić Zagorka’s A Stone on the Road / Kamen na cesti (Jurić Zagorka, 2008), Eva Meijer’s Bird Cottage / Kuća za ptice (Meijer, 2022), Laurel Corona’s The Four Seasons / Četiri godišnja doba (Corona, 2009), Tracy Chevalier’s Girl with a Pearl Earring / Djevojka s bisernom naušnicom (Chevalier, 2009), Louisa May Alcott’s Little Women / Male žene (Alcott, 2019), Walter S. Tevis’s The Queen’s Gambit / Damin gambit (Tevis, 2021) and Stefan Zweig’s Chess Story / Novela o šahu (Zweig 2022). In the second part of the dissertation, the author analyzes the collected surveys. He considers students’ and teachers’ answers. Firstly, he compares the responses of two Gymnasium Andrija Mohorovičić Rijeka student generations, those who participated in four extensive interdisciplinary school projects with literature as a cohesive factor (Jules Verne’s Actuality, Arthur C. Clarke’s Literary Universe, GAMbit and Brilliant Novels Girls and Women) and their predecessors. These are a total of 113 adult students who completed the fourth grade in the 2021/2022 and 2022/2023 school year. A1 and A2 are symbols for the classes with general gymnasium program (opći razredi), B1 and B2 are symbols for the classes specialized in natural sciences and mathematics (prirodoslovno-matematički razredi) with two foreign languages, and C1 and C2 for those who are specialized in natural sciences and mathematics with one foreign language and more teaching lessons of Computer Science / IT (Informatika) and Mathematics. Classes with symbol 1 represent students who are not affected by the mentioned school projects, and classes with mark 2 represent those who are affected by the mentioned school projects. Classes A2, B2, and C2 are more aware of the importance of literary texts for the community (for C2, the author also took into account the answers that they mostly agreed on). To a greater extent, they believe that people of different professions should read literary works; they are more inclined to connect literary content with different areas (C1 is generally more inclined to connect literature with the social sciences and humanities), to a greater extent they plan to continue reading and have read more literary texts in a year. As far as reading books in the field of science and other fields is concerned, it is not possible to speak of great progress or a decline in reading other types of texts. It is important to emphasize once again that the sample size is small. Also, more tasks on the questionnaire examine attitudes towards literary texts. Classes A2, B2, and C2 list more literary texts that can be associated with the natural sciences, social sciences and humanities and sports than A1, B1, and C1. Regarding teachers, the author considers 126 relevant teacher evaluations from the Primorje-Gorski Kotar County. The results show that the surveyed teachers consider literary texts important for the community and believe that people of different professions should read them. They mainly accept the thesis that literary texts can be linked to their subject (assessments for the physical and health area, on a small sample, indicate the problem of connection). Teachers mostly use examples from literature in the field of language and communication, social sciences and humanities, arts, and natural sciences in their teaching. In the conclusion, the author explains how this doctoral dissertation contributes to science, i.e. to the understanding of the role of literature in the teaching process in three ways: a) it examines the cohesive power of literature in all gymnasium subject areas, b) it offers a methodological elaboration of selected literary texts, and c) it provides survey data on the students’ and teachers’ attitudes towards literary texts and reading in general. In addition, it has a practical purpose, which is one of its primary goals – to help high school, gymnasium, and teachers in their work.

For years into the teaching of foreign languages, the main focus has been the communication in real situations with the aim of comprehension and using of language abilities. But the teaching of foreign language, in our case the german language, cannot be understood on only one function: the communication in real situations. Learning foreign languages means that the learner have to know the history, the culture and the spirit of a nation. A way to achive that, is the literary text inclusion on the foreign language learning whose functions are more than mentioned. Literary texts can motivate the learners to arouse their curiousity and interest. This help them to understand the culture of the foreign country and to stimulate their abilities to make comparisons. The use of literary text, into the teaching of foreign languages in based on several steps, that are related to the phase before, during and after textanalysing. An important role play the criteria of the text selection, principles, learning objectives and working methods with literary text into the teaching of foreign languages.

Os cursos de graduação em Física estão entre os que apresentam maiores índices de evasão nas universidades brasileiras. Para combater esse problema, é necessário um entendimento profundo das causas que levam os estudantes a evadirem ou persistirem em seus cursos. Apesar de serem conduzidas pesquisas empíricas nesse sentido, a validação de um modelo teórico que explique a evasão e a persistência estudantil no contexto brasileiro é um desafio atual para pesquisadores da área. Neste artigo, avaliamos a adequação do Modelo da Motivação da Persistência, desenvolvido por Vincent Tinto, para representar o cenário de um curso de licenciatura em Física de uma universidade pública brasileira. Para isso, desenvolvemos um estudo quantitativo a partir de dados coletados com um questionário respondido por 168 estudantes do curso. O questionário conta com assertivas relacionadas aos construtos preditores da persistência estudantil segundo o modelo do Tinto (crenças de autoeficácia, senso de pertencimento e percepção de relevância curricular) e à intenção autodeclarada de persistência. Foram identificadas correlações estatisticamente significativas entre todos os construtos, corroborando a teorização proposta por Tinto. O modelo de regressão linear construído foi capaz de predizer 37% da variância da intenção de persistência. Isso indica que o modelo representa parcialmente o cenário investigado. Novas pesquisas para identificar outros fatores que influenciam na persistência estudantil no contexto investigado precisam ser conduzidas.

This book investigates the role of the idea of the literary canon in the teaching of literature, especially in colleges and secondary schools in the United States. Before the term "canon" was widely used in literary studies, which occurred in the second half of 20th century when the canon was first seriously viewed as politically and culturally problematic, the idea that some literary texts were more worthy of being studied than others existed since the beginning of the discipline of the teaching of literature in the 1800s. The concept of the canon, however, extends as far back as to Ancient Greece and its meaning has evolved over time. Thus, this book charts the changing meaning of the idea of the literary canon, examining its influence specifically in the teaching of literature from the beginning of the field to the 21st century. To explain how the literary canon and the teaching of literature have changed over time and continue to change, this book constructs a theory of canon formation based on the ideas of Michel Foucault and the assemblage theory of Manuel DeLanda, illustrating that the literary canon, while frequently contested, is integral to the teaching of literature yet changes as the teaching of literature changes.

<p class="apa">Teaching Turkish effectively and successfully is one of the main functions of all the teaching phases of Turkish education system. In secondary education, this duty mostly depends on Turkish Language and Literature teachers. The aim of the research named “Socialization of Turkish Language and Literature teachers” is to evaluate the process of vocational and organizational socialization of Turkish Language and Literature teachers according to teachers and the school managers’ view. This study includes 85 Turkish Language and Literature teachers and 62 school managers’ view who work in Erzincan city centre in 2013-2014 school year. In this study “The Scale of Turkish Language and Literature teachers’ socialization variables”, of which reliability and validity were analyzed, was used. According to findings both Turkish Language and Literature teachers and the school managers perceive “the process of in-services training” very inadequately within the context of practices that includes vocational socialization. Generally, school managers accept Turkish Language and Literature teachers’ “organizational socialization” less inadequate than teachers do. Turkish Language and Literature teachers and school managers think that social status of the teachers in Turkey “none”. The results show that Turkish Language and Literature teachers’ socialization practices cannot contribute to teachers’ vocational adaptation and dedication. In parallel with the results, it is suggested that in the context of vocational development and socialization of teachers in Turkey, specifically Turkish Language and Literature teachers, national norms which are compatible with international standards should be developed.</p>

Inclusive differentiated instruction is a new model of didactic instruction, theoretically described and established in this paper for the first time, after being experimentally verified through teaching of the mother tongue (instruction in reading and literature). Inclusive individually planned instruction is based on a phenomenological and constructivist didactic instructional paradigm. This type of teaching is essentially developmental and person-oriented. The key stages of inclusive differentiated instruction of literature are: 1) recognition of individual students' potential and educational needs regarding reading and work on literary texts; 2) planning and preparation of inclusive individually planned instruction in reading and literature; 3) actual class teaching of lessons thus prepared; and 4) evaluation of the student achievement following inclusive differentiated instruction in reading and literature. A highly important element of the planning and preparation of inclusive differentiated instruction is the creation of student profiles and inclusive individualized syllabi. Individualized syllabi specify the following: 1. a brief student profile; 2. the student position on the continuum of the learning outcomes of instruction in the Serbian language; 3. reverse-engineered macro-plan stages of instruction in the Serbian language (3.1. identifying expected outcomes and fundamental qualities of learners' work, 3.2. defining acceptable proofs of their realisation, 3.3. planning learning and teaching experiences, and 3.4. providing material and technical requisites for teaching); 4) the contents and procedure of individualized lessons targeting the student; 5) a plan of syllabus implementation monitoring and evaluation. The continuum of the learning outcomes of inclusive differentiated instruction in literature exists at three main levels, A, B and C. The three levels are: A) reading techniques and learning about the main literary theory concepts; B) expressive reading and information reception and comprehension; and C) critical and creative reading and creative information processing. The students assigned to the experimental group learnt about and acquired literary theory concepts and special characteristics of literary genres within their 'zones of proximal development,' while the lessons taught to the control group were structured to suit an average or imaginary student. The same requirements were set on all students in the control group, regardless of their individual level of familiarity with literary theory notions and concepts and the degree to which they were capable of comprehending and experiencing a literary text. The results of the experiment carried out with such parallel groups show that the achievement of the students included in the experimental group, who were taught according to individualized instruction plans, was better in a way that was statistically significant, in comparison with both their knowledge of the subject matter before the experiment and the control group, whose members attended classes organized in a predominantly traditional, non-individualistic way.

Çeviri, insanlık tarihi boyunca toplumların bilimsel, kültürel, edebî, diplomatik vs. nedenlerle başvurduğu bir yoldur. Toplumlar ve diller arasındaki etkileşim, bir topluma veya dile ait zenginliğin diğerine aktarılması kanalıyla etkin bir şekilde sağlanmıştır. Çeviri eyleminin kendine has kural ve yöntemleri olmakla beraber birtakım zorlukları da vardır. Bu çalışmada daha çok çeviri deneyimi çerçevesinde karşılaşılan zorluklar ele alınmıştır. Çalışmada ele alınan yapısal zorlukların başında okuma zorluğu gelmektedir. Bilindiği gibi Arap Dilinde hareke kullanımı bazı metinler dışında hemen hemen yok gibidir. Bu durum sessiz harflerin okunmasını zorlaştırmakta, doğru anlam ve doğru çevirinin önünde bir engel oluşturmaktadır. Dilbilgisi kaynaklı zorluklar da çeviri zorluklarına sebebiyet vermektedir. İyi düzeyde gramer bilgisine sahip olanlar bile dilbilgisi kaynaklı zorluklarla karşılaşabilmektedir. Arapça i’râb kurallarının teorik düzeyden pratik düzeye aktarılması ve bol metin deneyimi zorlukların aşılmasına yardımcı olacaktır. Bu zorluklar örnek cümle ve metinlerle izah edilmiş, söz konusu cümlelerin tercümeleriyle ilgili öneriler sunulmuştur. Eşdeğer ifadeler bulunmaya çalışılmıştır. Kaynak dil ile hedef dil arasındaki dil yapısı, kültür, üslup vs. gibi farklılıklar eşdeğer çeviri imkânlarını kısıtlamaktadır. Diller ve kültürler arasındaki tüm bu farklılıklara rağmen eşdeğer çeviri imkânları gösterilmeye çalışılmıştır. Dillerin kendine özgü yapısından, çevirmenin bizzat kendisinden yahut iki dilin sahip olduğu kültürel farklılıklardan dolayı çeviri işleminde birtakım zorluklar yaşanabilir. Çevirmen her iki dilin de özelliklerine son derece hâkim olmalıdır. Böylece çeviri esnasında ortaya çıkan bu sorunların üstesinden gelecektir.

Teaching Korean as a Foreign Language: Theories and Practices

An Interview with Paula Garrett-Rucks, Georgia State University