Teaching Of Literature Research Articles

Features of Creative Assignments in Literature Based on Reflective Writing

The article presents problematic aspects of one of the varieties of creative writing tasks in literature – tasks based on reflective writing. The purpose of the article is to identify and substantiate the didactic potential of creative tasks based on reflective writing in the development of reading competencies of middle and senior schoolchildren. Methodology. Content analysis was applied to samples of creative tasks based on reflective writing, and conceptual analysis provided the basis for developing a definition and classification of “creative tasks.” The presented theoretical material and samples of creative tasks will help literature teachers and methodologists in developing the skill of co-creative reading among schoolchildren. Results. Creative tasks based on reflective writing help expand the reader’s horizons and develop the ability of school readers to express their thoughts in writing. Testing the ability to create texts within the framework of reflexive genres does not occur directly in the “creative task”. Reflection is initiated, aimed at a variety of aspects of the existence of literary works that sometimes do not easily attract the attention of the reader: what is creatively productive contact with a literary work and what are the signs of a “real reader”, what are the aspects of interaction between the reader and a literary work in culture and many other problems. Conclusion. Unlike tasks based on creative writing, a creative task based on reflective writing requires literal, precise language, a reasoned solution to the problem, and the use of linguistic means depending on the communicative goal of reflection specified in the creative task. At the same time, the very concept of “writing” places emphasis on the process of writing a reflective text in the first person, which is due to the task of awakening the reader’s analytical activity, following co-creative activity.

RELEVANSI DAN KEBERLANJUTAN PEMBELAJARAN SASTRA INDONESIA DI ERA DIGITAL

Advances in digital technology have significantly changed the educational landscape, including the teaching and learning of literature. This research explores the relevance and sustainability of learning Indonesian literature in a digital environment. It examines the dynamics, challenges and opportunities that arise from digital platforms in the context of Indonesian literature education. It explores how digital tools and resources are reshaping pedagogical approaches, curriculum development, and student engagement in the study of Indonesian literature. Using a qualitative methodology it investigates the perceptions of educators, students and stakeholders regarding the integration of digital technologies in literature learning. It examines the effectiveness of digital platforms in increasing access to Indonesian literary works, encouraging critical thinking skills, and promoting cultural appreciation and identity. It also assesses the sustainability of digital initiatives in literature education, taking into account factors such as infrastructure, digital literacy and institutional support. The findings of this study contribute to the discourse on the role of digital technology in maintaining the relevance and vibrancy of learning Indonesian literature. Ultimately, this research advocates for a balanced approach that integrates traditional pedagogical principles with innovative digital practices to enrich the learning experience and preserve appreciation for Indonesia's literary heritage.

ФОРМУВАННЯ ПСИХОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

At the current stage of education reform in Ukraine, there is a need to train not only qualified, but also psychologically literate teachers with a personal orientation in teaching and educating students. That is why research related to the identification of ways, factors and means of personal and professional growth of the future teacher in the process of his professional training become important. The need to integrate psychological knowledge into the practice of primary school teachers becomes especially relevant in the context of growing educational requirements and social challenges. The purpose of the article is to justify the importance of forming the psychological competence of the future primary school teacher in order to create an effective and adaptive educational system that is able to respond to modern challenges. The psychological training of a primary school teacher in terms of his professional activity is also actualized by the fact that the educational process is a subject-subject socio-pedagogical interaction that includes a mechanism for managing the mental development of a person. Therefore, the fundamentality of the teacher's psychological-pedagogical and methodical training, the level of methodological armament, mastery of the psychological foundations of pedagogical thinking, and the ability to implement a multi-subject dialogic approach in the educational process are of particular importance. The future primary school teacher must possess the methodology of psychological and pedagogical interaction, which ensures not just the transfer of some information from the teacher to the students, but the compatible personal development of people who cooperate. This requires the teacher to rely on knowledge of methods, principles, postulates and strategies of dialogue, on the experience of folk wisdom. The analysis of modern psychological and pedagogical scientific and methodological sources makes it possible to assert that psychological competence is not only an important aspect of the professional activity of the future primary school teacher, but also a critical element that determines his professional development and teaching effectiveness. Developed psychological competence allows teachers to better understand the needs of their students, manage the classroom more effectively, and create an educational environment that promotes active learning and development of each child. It is a deep understanding of the psychological processes of students that can significantly improve the quality of education. Key words: professional training of the future primary school teacher, organization of the educational process, psychological competence, the formation of psychological competence, the fundamental nature of the teacher's psychological-pedagogical and methodical training, the level of methodological armament; mastery of the psychological foundations of pedagogical thinking, the methodology of psychological-pedagogical interaction; completion of various types of practices, writing coursework and qualification papers in psychology.

Implementasi Etika Profesi dalam Kehidupan Mahasiswa Sastra Inggris Universitas Bumigora

The role of ethics in the lives of students is very important. It equips them with the ability to distinguish between what is right and what is wrong, thus enabling them to behave in a polite, courteous and responsible manner. Violations or deviant behaviour committed by prospective lecturers need to be observed, especially those related to professional ethics. Therefore, there is a need to conduct research on the application of professional ethics early in the lives of English Literature students who aspire to become lecturers. This research will use a literature review approach, involving a collection of books, academic articles and other relevant sources that explore the application of professional ethics in the lives of students. The data collected will be analysed descriptively. The findings of this study highlight the need for continuous effort in the application of professional ethics. Future teachers of English literature will develop the habit of implementing effective learning strategies by consistently practising the suggested efforts, which will prove beneficial when working with students in the future.

Exploring symbolism in Hu Ru Gui by Malaysian Chinese writer Dai Xiaohua among Chinese tertiary students

This article explores English literature teaching, particularly the application of symbolism in a literary work called Hu Ru Gui among Chinese tertiary students majoring in English. Hu Ru Gui is a novel written by a Malaysian Chinese writer, Dai Xiaohua, which then became one of the literature teaching materials used at the tertiary level for Chinese students. This paper discusses the spiritual bloodline themes in the form of symbolism which runs through the whole literature work. The themes range from attitudes towards life and death, the national ridge of defending the motherland’s dignity, and the patriotic values internalized deeply from generation to generation beyond time, location, and culture. A qualitative method was employed in the current study. Purposive sampling was used to select five students to participate in the study. The students were at the advanced level of English language proficiency. An interview protocol was applied as an instrument to collect data from a semi-structured interview. The feedback from the tertiary students was analysed through thematic analysis in the forms of themes, sub-themes, and codes. The research results revealed that the traditional values and patriotic values in the form of symbolism in Hu Ru Gui, the novel rooted in culture are the seeds of the motherland. Wherever and whenever a person goes, the seeds will bloom and inherited. Future research can focus on exploring how the themes, motifs, and symbols within the text resonate with Chinese tertiary students in Malaysia.

УЧИТЕЛЬСТВО КАК ЦЕННОСТЬ: НЕ РАСТЕРЯТЬ ДОВЕРИЕ (О ПРЕПОДАВАНИИ РУССКОГО ЯЗЫКА)

The article proposes to consider moral qualifications in the context of the teaching profession, as this profession perfectly illustrates an example of the highest moral integrity and professionalism. The teacher profession, especially a teacher of Russian language and literature, requires not only formal skills and teaching responsibilities, but it is also necessary to possess a set of moral qualities. Illustrative materials include data from a comprehensive survey conducted among students of general secondary education institutions in the Republic of Belarus, ranking their interest in Russian language lessons at school. The concept of “moral qualifications” of a teacher is introduced, along with one form of work involving the labeling and description of the values of teaching in the literary club “Value Stories of Teaching”. This club offers thematic fields for discussing works about teachers, childhood/youth, and school. The main goal of this work is to create a personal value library of peace, conscience, and kindness.

Building Oral Literature and National Character through Creative and Productive Learning Models as an Innovative Effort to Develop Students' Writing Skills

The Productive Creative Learning model is a strategic framework integrating various methodologies to enhance teaching and learning effectiveness. It aims to inspire students to create innovative works, necessitating subtle instruction in literature and a shift from traditional paradigms. This model promotes knowledge acquisition, meaningful discussions, and the production of innovative literary works by both students and lecturers. This quantitative study in education evaluates the efficacy of this teaching paradigm, specifically to enhance creative writing skills. Using Gall and Borg's (2003) development approach, researchers follow a three-stage process: gathering information through literature and field studies, developing the model via trials and improvements, and validating it through experimental design. This flexible approach suits social sciences and language studies, accommodating diverse behaviors and language usage patterns. The research targets Indonesian Language Education students in the 4th and 5th semesters at FKIP Universitas Muhammadiyah Palembang, aiming to develop a model that: (1) aligns with curriculum objectives, (2) functions with or without lecturers, and (3) enhances creative writing skills. Activities include observing quasi-experimental classes, selecting short stories as teaching materials, preparing, testing, evaluating, and revising learning models. Effectiveness is evaluated using gain and t-tests. The Productive Creative Learning Model, akin to a literary studio, is an effective approach for teaching literature, complementing external literary organizations with its beneficial principles.

‘It's all there in the language’—a conversation with Garrett Stewart

AbstractWhat does a famed literary theorist have to say about the interaction between ‘literature’ and ‘philosophy’? Well, if he's Garrett Stewart, the celebrated agent of pyrotechnic style in the service of durable insights across disparate disciplines and media, then we have much reason to lean in and listen. Stewart is the author of 20 books that range with uncanny competency across Victorian narrative, contemporary American fiction, written auralities, poetics and prose stylistics, cinematic evolution from silver oxide to screen pixel, book art, scenes of reading in painting, and most recently, the vocal drama of Barbra Streisand. The distances between his disciplinary terrains are as vast as his close readings of them are coordinated and trenchant. Here, sitting down before a shared conversational canvas, Stewart fields questions from David LaRocca, who asks how he, if he, thinks about the program of literature and philosophy. LaRocca, editor of the recent Attention Spans: Garrett Stewart, a Reader (Bloomsbury, 2024) and the forthcoming Bandwidths: Reading Across Media with Garrett Stewart (Bloomsbury), tracks the urgency of our moment—in which literature and philosophy are independently besieged and yet may concede little rapprochement. Where does philosophy happen in literature (a philosopher's question) is turned around by Stewart such that we see literature conjuring philosophy at the level of the sentence. We are not peering ‘in’ so much as looking ‘at’ the art of literature teaching philosophy through refined reading and the analytical inquest of the syllable and the sayable. Anyone who works at the fraught fissure of these realms will benefit from the ways Stewart makes literature and philosophy sensible to one another—even as he productively unsettles the terms and conditions of their affiliation.

Exploring collaborative scriptwriting and virtual drama performance: Enhancing English language education through technology integration

The present study elaborates on the process of collaborative scriptwriting for drama and the implementation of virtual platforms for theatrical performances. The qualitative design approach was used to provide a detailed explanation of how the virtual drama performance about The Spread of Islam in the 16th Century by Ratu Bagus Kuning was rehearsed and recorded. The subject of the study was 18 graduate school students who took the Appreciation and Literature Teaching course in a Graduate School of English Education at a state university in Indonesia. The data obtained from observation, interview, and documentation were analyzed by utilizing a thematic process. The result of the study reveals two main findings: it emphasizes innovative scriptwriting and video presentation in virtual educational drama, and it also shows the communication, cooperation, critical thinking, and creativity involved in writing drama scripts and performing virtually. The study highlights the process of collaborative drama script writing, focusing on Palembang’s heroic tale of Ratu Bagus Kuning. Using the university’s LMS for dialogues, research, and creative collaboration, students prepared for a virtual drama performance. They paired up to draft scenes, actively applying 21st-century skills, such as critical thinking and creativity. Peer feedback and revisions improved script quality. Despite continuity issues and technical constraints, students showed resilience and adaptability. Rehearsals and the final virtual performance demonstrated their dedication and innovation. The integration of technology and cultural sensitivity highlighted virtual drama’s transformative potential, emphasizing communication, collaboration, critical thinking, and creativity.

THE PROBLEM OF IMPROVING QUESTIONS AND INTER-TASK TASKS WHEN WORKING WITH THE TEXT IN LITERARY EDUCATION

The article describes the issue of literary education development, in particular, the improvement of educational tasks, the analytical study of the content of questions and tasks in the teaching of literature, the creation of scientific and methodological bases for the development of educational tasks that reveal the essence of the work, the consideration of the criteria for evaluating students' knowledge, and the important recommendations and conclusions.

Theatre and School in Romania. An inventory

This paper examines the relationship between theater and education and the use of school theater and theatrical teaching and learning strategies in the classroom. It presents a chronological account of school theater in Romania and the author's practical research. The research is based on two questionnaires: one addressed to Language and Literature teachers and the other to students in classes IX to XII.

Semantic potential of L. Andreev’s story “Kusaka”

INTRODUCTION. The research will be useful not only to linguists and literary scholars, but also to literature teachers, since the works of L. Andreev are included in the school curriculum. The purpose of the work is to identify the semantic potential of L. Andreev’s story “Kusaka”. The relevance of the study is due to the need to study L. Andreev’s literary texts for modern philological science from the point of view of identifying the ability of units of different levels that are interconnected to act as markers of the mythical-poetic code.MATERIALS AND METHODS. The material of this work is the text of L. Andreev’s story “Kusaka”, which is a system of multi-level units, the analysis of which contributes to a deeper penetration into the author’s artistic intention. The work uses both general scientific and special linguistic methods: the method of linguistic observation and description, etymological, word-formation, onomastic, contextual, stylistic and linguocultural types of analysis.RESULTS AND DISCUSSION. It is shown that the literary text of L. Andreev is characterized by the interrelation of units of different levels, revealing the mythopoetic basis of the story, represented by the oppositions friend–foe, ligh–darkness, sound–silence. The dominant elements of the story are the lexemes house, yard, garden, sun, darkness. The diminutives used by the author when describing the girl and the dog create the image of a toy that is interesting and desirable in the present, but may be abandoned in the future due to loss of interest in it. Proper names (zoonyms Zhuchka, Kusaka, Kusachka and anthroponyms Lelya, Ilyusha, Dogaevs) and their absence have a special meaning.CONCLUSION. As in most of L. Andreev’s works, the story “Kusaka”, demonstrating the struggle of light with darkness, presents the path of gaining (Kusaka) and losing the soul (Lyolya and other people who for some reason are called kind). All this happens against the background of natural cyclicality – winter– spring–summer–autumn–... correlate with the natural processes of birth-development-old agedeath. Coming after the departure of the people who abandoned Kusaka, who again turned into just a nameless dog, the hopeless dark night becomes a symbol of lost hope, lost happiness.

Fostering master two students' reading skills via cinematic literature

The spread of audio-visual culture and the existence of more and more technologies in student life remind teachers and researchers to incorporate audio-visual materials and e-learning into foreign language teaching, especially literature teaching. One of the most popular audio-visual media related to literature that has become increasingly important in the field of literary communication is film adaptation. Therefore, the purpose of this research was to show the potential of film adaptation according to the requirements of literature research. To achieve this purpose, the study is conducted at Sidi Bel Abbes University, Algeria, involving master two EFL literature students and teachers, relying on two research tools; students' questionnaires and teachers' interviews. The research results show that film adaptations are very useful for teaching literature. The results also indicate that adaptation can improve students' understanding of a literary text and develop their reading analytical and critical skills. The study suggested that using more screen adaptations in classes facilitates understanding a literary text and makes the students overcome obstacles that hinder them from reading. Keywords: Cinematic literature; cultivating; reading skills.

INNOVATING LITERARY EDUCATION: A MULTIFACETED APPROACH TO TEACHING FOREIGN LITERATURE IN SCANDINAVIAN COUNTRIES

In the dynamic field of education, the teaching of foreign literature faces challenges. In Scandinavia, known for high-quality education, innovative methods are crucial for instilling a deep appreciation for global literary works. This article explores diverse approaches to enhance engagement, cultural understanding and critical thinking among students. Leveraging audio-visual resources, including videos and interactive presentations, creates a vibrant learning environment in Scandinavian classrooms. This fosters a deeper connection between students and foreign literature, resonating with the tech-savvy younger generation. In embracing the digital age, teachers use online platforms and tools like discussion forums and virtual book clubs to encourage interactive engagement. These digital tools enhance critical thinking and analytical skills by exploring diverse perspectives. Immersive VR literature tours allow students to virtually step into the settings of foreign literary works, providing a unique and memorable learning experience. This stimulates creativity and deepens understanding of cultural and historical contexts. Recognizing language diversity, utilizing high-quality translations broadens access to foreign literature. This inclusive approach allows students to appreciate literary expression across linguistic boundaries. Guiding students in creating digital storytelling projects using podcasts, videos, and blogs enhances creativity and communication skills. This hands-on approach prepares students for the modern digital world. Infusing play into literary education through quizzes and interactive simulations makes the study of foreign literature enjoyable and engaging. In conclusion, innovative methods in Scandinavian countries aim to cultivate globally aware individuals. These multifaceted approaches not only enhance the study of foreign literature but also foster critical thinking, cultural understanding, and a lifelong love for literature. By integrating multimedia, embracing digital tools, and promoting interactive learning, teachers in Scandinavia ensure their students embark on a literary journey that transcends borders, enriching their intellectual and cultural horizons in an evolving educational landscape.

Flipped Classroom in the English Literature Lesson

This paper presents a flipped classroom experience for the “English Narrative” subject. The teaching of literature usually involves a traditional approach through which the teacher delivers some theoretical content about authors, their work, and the cultural context in which they developed their literary production. As a result of this method, the class time devoted to the critical analysis of those texts may be considerably reduced due to an excess of theory. In contrast, the flipped classroom methodology allows students to prepare part of the content at home after watching an educational video or presentation provided by their teacher, and the class time is used to assess the selected texts in a more effective way. This proposal describes the procedure employed for a flipped lesson based on The Picture of Dorian Gray, by Oscar Wilde. A group of 25 Spanish students were involved. They currently take the third year of the Degree of Modern Languages at the University of Las Palmas de Gran Canaria. The participants have learned about Wilde’s novel and his ideas about art and beauty outside the classroom. Thus the time spent in class has been mainly dedicated to the analysis and critical discussion of said novel. The evaluation was conducted through 9 open questions. The answers have shown the preference for applying the flipped methodology rather than focusing on a more conventional approach to teaching literature.

Интегрированный подход в образовании как ресурс творческого развития обучающихся на уроках литературы

The modern landscape of education underscores the imperative of nurturing students’ creativity within the confines of modern societal paradigms. This article delves into the multifaceted realm of creative development within the educational sphere, scrutinizing the concept of “integration” and interrogating its pertinence in the current educational discourse. Drawing from historical perspectives, the seminal viewpoints of educational luminaries such as J.A. Comenius, I.G. Pestalozzi, and K.D. Ushinsky are meticulously examined, providing a foundational framework for understanding the evolution of pedagogical methodologies. A pivotal observation made by educators is the judicious using of interdisciplinary connections in the pedagogical process, serving as a catalyst for the inception of integrated learning paradigms. This study, in particular, directs its focus towards the nascent stages of interdisciplinary integration in the educational landscape of early XX century Russia. Methodologies underpinning teaching practices predicated on an integrated approach are dissected, alongside an exploration of the intricacies of literature lessons contextualized within the framework of interdisciplinary communication. The article expounds upon the pedagogical efficacy of the integrated approach vis-à-vis literature instruction, exemplified through the elucidation of an integrated lesson drawing from diverse educational domains, including but not limited to chemistry and literature. A fragment of a literature lesson designed for 10th-grade students is elucidated, wherein the denouement of Ivan Turgenev’s novel “Fathers and Sons” serves as the backdrop for students’ exploration of character dynamics through the lens of chemical reactions. Furthermore, the article showcases excerpts of student-authored compositions and children’s elucidations of experiments, along with equations elucidating substance interactions. In conclusion, this research contributes significantly to the pedagogical discourse surrounding innovative instructional methodologies, underscoring the transformative potential of interdisciplinary integration in fostering students’ holistic development, particularly within the domain of literature education.

Language and literature in the information economy: the state of English, English and the state

The impact of colonialism and empire and then of transport, logistics, advertising, media, cinema, radio, tourism, and the internet extended the global reach of English. With 1.13 billion speakers, one in seven in the world now has some English competence. Within this global circulation of English, we have the global teaching of English language and literature, most recently captured for Britain in a June 2023 British Academy report, the relevant findings of which are the decline in the information age and under neoliberal governments of university students reading English Literature and the rise of Creative Writing and world literatures in translation. I distinguish global from world Englishes as the hegemonic language of global trade and finance from more bottom-up Englishes mixed with other languages on the streets; discuss the state of English studies globally; and propose decolonising and denationalising the curriculum. The notion of national languages, identifying a language with national unity, is a very modern idea, only about three centuries old and arising with the formation of modern nation-states. We might use the lived histories of global and world Englishes to transcend both romantic revolutionary and far-right exclusionary nationalisms in literary and language studies in favour of more cosmopolitan, multilingual, and convivial approaches.

What happens when students engage in learning how to reason about Dutch historical literature in a digital game?

L1 teachers expect quite a lot from their students when dealing with L1 literature. It is therefore important that teachers adequately equip them in developing their skills in reading, understanding, and reflecting on literature. But what happens when a digital method is used to achieve this all? As part of her PhD-research, Renate van Keulen developed a digital game to teach students how to reason about and with historical literature. Looking at the implementation of this game, this contribution tackles two main issues at hand in her class. First, we examine the effects of digitalization of literature teaching based on students’ assignments and evaluations. Second, based on an ethnographic interpretive inquiry focused on the teaching of literature via this digital method, we advance some considerations on what is gained and what is lost by these students when approaching reasoning about literature at the online-offline nexus. We conclude by reflecting on the current position of L1 teaching and the implications that digitalization and game-based learning platforms may have for students’ ownership of how to reason about literature.

Literature Manuals in Times of New Mediacy in Sweden

The present article focuses on the role of the teaching and learning of literature in a large-scale Swedish, professional development programme for teachers called the Reading Lift. More specifically this study, using qualitative content analysis, examines the educational function of the most prominently referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, literacy, and fiction. The results show a strong domination of Langer-inspired manual and strategy-based approaches, primarily promoting efferent reading stances. More holistic hermeneutic and dialogic approaches in support of aesthetic reading, represented by Chambers, Rosenblatt and Felski, are less common. Further, there is a strong alliance between the literacy concept and the systematic and manual-based literary didactic approaches. Also, in the literacy discourse, literary works of art have become not just texts amongst other texts, and foreign, but are also framed as hypermediacy. Based on our results we tentatively suggest that a shift in paradigms of literature education has taken place, from literature pedagogy, grounded in print culture, to literature didactics, situated in new mediacy and the digital.

Impact of Narrative Structure on Reader Interpretation in South Africa

Purpose: The aim of the study was to assess the impact of narrative structure on reader interpretation in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Narrative structure profoundly influences how readers interpret a story. Linear narratives, with a clear beginning, middle, and end, tend to guide readers through a predictable trajectory, offering a sense of closure and coherence. In contrast, nonlinear structures challenge readers by presenting events out of chronological order or through multiple perspectives, inviting them to actively piece together the story's meaning. The study suggest that while linear narratives may be more accessible and easier to follow, nonlinear structures often provoke deeper engagement and critical thinking, as readers grapple with the complexities of fragmented timelines and shifting perspectives. Additionally, the emotional impact of a narrative can vary depending on its structure, with nonlinear narratives often evoking heightened suspense and intrigue. Implications to Theory, Practice and Policy: Reader-response theory, cognitive literary theory and narratology may be used to anchor future studies on assessing the impact of narrative structure on reader interpretation in South Africa. Practical recommendations involve applying research findings to inform the creation, analysis, and teaching of literature. Policy recommendations entail advocating for initiatives that promote diverse and inclusive narratives and support research in literature and reader engagement.