Ali, Soraya. (1994). The reader-response approach: An alternative for teaching literature in a second language. Journal of Reading 37(4): 288-96.

Abstract: Shows how the reader-response approach can provide interesting and meaningful ways of teaching literature in a second language. Illustrates its use in teaching a short story in an English reading class for engineering students in Malaysia.

Arcuri, Guy. (1990). Pre-reading and pre-writing activities to prepare and motivate foreign language students to read short stories. Hispania 73(1): 262-266.

Abstract: Presents a model for preparing secondary school Spanish students for short-story reading comprehension. The model focuses primarily on eliciting students’ personal responses to stories so that they will "invest" more into comprehending and appreciating the text.

Barnett, Marva A. (1991). Language and literature: False dichotomies, real allies. ADFL Bulletin 22(3): 7-11.

Abstract: This discussion focuses on the importance of integrating the study of language and literature in the foreign language classroom. It is suggested that the strength of the foreign language experience depends on the interconnectedness of literature, culture, and language.

Benseler, David P. (1991). The upper-division curriculum in foreign languages and literatures: Obstacles to the realization of the promise. In Ellen S. Silber (Ed.)., Critical issues in foreign language instruction (pp. 186-199). New York: Garland.

Bernhardt, Elizabeth B. (1995). Teaching literature or teaching students? ADFL Bulletin 26(2): 5-6.

Abstract: Discusses the dichotomy between foreign language and literature instruction, arguing that the objectives of the language curriculum are at odds with those of the literature curriculum; many students are not proficient enough to cope with many of the belles lettres texts without additional linguistic support; and students deserve linguistic support and instruction in literature classes.

Bernhardt, Elizabeth B., & Berkemeyer, Victoria C. (1988). Authentic texts and the high school German learner. Unterrichtspraxis 21: 6-28.

Abstract: Investigates the readability of four authentic German texts by high school students at five levels of German language instruction and analyzes six kinds of student comprehension: word recognition, phonemic/graphemic, syntactic feature, intratextual perception, metacognition, and prior knowledge.

Bernhardt, Elizabeth B., & Kamil, Michael L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics 16: 15-34 .

Abstract: Reinterprets the question of whether second-language reading is a language problem (linguistic threshold) or a reading problem (linguistic interdependence), using data from a study of 186 adult native English speakers reading in English and Spanish. Results indicated that neither hypothesis is wholly reflective of the second-language reading process.

Birckkbichler, Diane E. and Muyskens, Judith A. (1980). A personalized approach to the teaching of literature at the elementary and intermediate levels of instruction. Foreign Language Annals 13(1): 23-27.

Abstract: Students’ interests, inherent textual difficulty, and intentions of the writer are considered in designing questioning strategies for student analysis of foreign language literature. Throughout the analysis, students express personal feelings, justify motives, find generalizations, and evaluate the quality and significance of the work.

Black, Janis H. The "think-aloud" procedure as a diagnostic and learning tool for second-language learners. In Margaret Haggstrom, Leslie Zarker Morgan, & Joseph A. Wieczorek (Eds.), The foreign language classroom: Bridging theory and practice (pp. 21-38). London and NY: Garland.

Abstract: This study of six L2 learners’ concurrent and retrospective think-aloud reports, gathered as they completed a cloze passage, illustrates the usefulness of the procedure for researchers investigating learning and reception strategies. It further suggests that thinking-aloud can have specific practical benefits for L2 teachers since it provides detailed information about learners that can form the basis for remedial courses of action. It also appears that thinking-aloud can assist L2 students to gain insights about themselves as learners, allowing them to control, monitor, and refine the strategies they apply to language-learning tasks.

Bretz, Mary Lee. (1990). Reaction: Literature and communicative competence: A springboard for the development of critical thinking and aesthetic appreciation. Foreign Language Annals 23(4): 335-338.

Abstract: Discusses the significant challenges, and some possible resolutions, facing foreign-language programs’ use of authentic literature to increase students’ reading and writing skills, focusing on the retraining of literature instructors.

Bretz, Mary Lee and Persin, Margaret. (1987). The application of critical theory to literature at the introductory level: A working model for teacher preparation. Modern Language Journal 71: 165-170.

Abstract: A graduate course entitled "Approaches to the teaching of Hispanic literature" reflects an enriched critical perspective in literature appreciation through team teaching, theoretical readings, and demonstrations of concrete methods for teaching strategies to help students understand texts.

Carter, Ronald and Long, Michael N. (1990). Testing literature in EFL classes: Tradition and innovation. ELT Journal 44(3): 215-221.

Abstract: Explores the nature of examination questions in literature in teaching English as a Foreign Language (EFL). Three examples of questioning that are said to be more language based and that are suggested as supplements to conventional tests are discussed. These include general comprehension, textual focus, and personal response.

Christensen, Ben. (1990). Teenage novels of adventure as a source of authentic material. Foreign Language Annals 23(6): 531-537.

Abstract: Teenage detective novels sustain reading interest because of their unique components: peer-level sleuths, suspense, intrigue, fast action, and opposing forces of tension. A Spanish teenage adventure series by Pedro Casals illustrates the merits of classroom use of this genre.

Cipolla, William F. (1987). Teaching literature through theory: A new model for the undergraduate major. ADFL Bulletin 18(3): 13-15.

Abstract: The study and appreciation of literature should retain its traditional position at the center of foreign language study. A "problem-centered" model is described for teaching literature in the undergraduate foreign language classroom using texts organized around a series of complex critical problems.

Cipolla, William F. (1988). Starting at the End: Teaching "Candide" with Theory. ADFL Bulletin 19(2): 17-19.

Abstract: Illustrates the use of narratology to help foreign language students see the interplay between form and content in their target language literature.

Davis, James N. (1989). "The act of reading" in the foreign language: Pedagogical implications of Iser’s reader-response theory. Modern Language Journal 73: 420-28.

Abstract: Demonstrates Iser’s reader-response theory provides a coherent framework for interpreting and teaching narratives in a foreign language. A sample lesson using the Iserian principle to improve students’ reading of foreign language texts.

Davis, James N. (1992). Reading literature in foreign language: The comprehension/response connection. French Review 65(3): 359-370.

Abstract: An approach to teaching foreign languages that acknowledges the importance of individual readers’ responses to literary texts read in the course is discussed.

Davis, James N. (1989). Facilitating effects of marginal glosses on foreign language reading. Modern Language Journal 73: 41-48.

Abstract: Examines the effect of marginal glosses on improving the comprehension of an intermediate-level college foreign language literary text. Students who received a vocabulary list and guide before or during reading recalled significantly more of the passage than those not receiving such help.

Davis, James N., & Bistodeau, Linda. (1993). How do L1 and L2 reading differ? Evidence from think-aloud protocols. Modern Language Journal 77: 459-72.

Abstract: Data from Think Aloud protocols were used to determine how two groups of adult subjects approached reading. Analysis indicates that vocabulary proficiency has a power impact on psychological processing of second-language reading by novices but also that culturally determined literacy practices may be a factor.

Davis, James N.; et al. (1992). Readers and foreign languages: A survey of undergraduate attitudes toward the study of literature. Modern Language Journal 76(3): 320-332.

Abstract: Student attitudes toward the study of literature in a foreign language were examined, based on a survey of introduction to literature courses in French and Spanish. Most students revealed positive attitudes. A review of previous research and the survey instrument are included.

Davis, James N. et al. (1995). Ce que definir veut dire (What definition means): Analyses of undergraduates’ definitions of literature. French Review 68(4): 652-667.

Abstract: Analysis of definitions of literature by 129 college students of French literature revealed diversity in meaning; little note of literature as "great and good works" of a culture; emphasis on literature as a vehicle for learning about target culture; and little attention to polysemy in literary texts.

Di Pietro, Robert J. (1987). The scenario principle in the teaching of Italian literature. Italica 64(3): 365-376.

Abstract: Presents a proposal to bring literature into the basic program of instruction and make it a meaningful component of the learning process. A model lesson describes how literary texts can be perceived and studied as performances of a language.

Elliott, Roger. (1990). Encouraging reader-response to literature in ESL situations. ELT Journal 44(3): 191-198.

Abstract: Describes a Language Development course that integrates language learning with drama activities in a Teaching-English-as-a-Second-Language (TESL) program at the University of Brunei. The strategies are described using William Golding’s "Lord of the Flies" and George Orwell’s "Animal Farm."

Esplugas, Celia, & Landwehr, Margarete. (1996). The use of critical thinking skills in literary analysis. Foreign Language Annals 29: 449-61.

Abstract: Argues that a successful foreign-language literature class is one in which the instructor enables the students to exercise their critical thinking skills in interpreting a text. By applying cognitive skills in a systematic manner when analyzing literary works, students learn to substantiate their interpretations through well-reasoned arguments and become aware of the reasoning process itself.

Gerber, Ulrich. (1990). Literary role play. ELT Journal 44(3): 199-203.

Abstract: Describes a standard approach in lessons about English literature that concentrate on the pupil’s analytical faculties. A description is provided of a new learner-oriented activity that requires no direct interference by the teacher, and a lesson transcript is included.

Gilroy, Marie, & Parkinson,. Brian. (1996). Teaching literature in a foreign language. Language Teaching 29: 213-25.

Abstract: A state-of-the-art article that summarizes research on the teaching of literature (EFL/ESL focus) during the 10-year period preceding publication.

Godev, Concepcion B. (1997). Claiming space for literature/culture and academic writing in the foreign language composition class. Canadian Modern Language Review 53: 634-47.

Abstract: Argues that, in second-language instruction, reading and writing assignments must be linked to introduce learners to the kind of writing they will be expected to do in literature and culture courses. Examines the content of second-language composition classes in this light, particularly as they concern English-as-a-Second-Language writing instruction.

Gottwald, Emma, & Liskin-Gasparro, Judith E. (1995). Approaches to literature in first-year college Spanish: Surveying the textbooks. In Emily Spinelli (Ed.), Creating opportunities for excellence through language (pp. 41-55). Lincolnwood, IL: National Textbook Company.

Abstract: A survey of the presence and treatment of literary texts in four widely used first-year college Spanish textbooks.

Haggstrom, Margaret A. (1992). A performative approach to the study of theater: Bridging the gap between language and literature courses. French Review 66(1): 7-19.

Abstract: In a college-level introductory French literature course, one teacher uses a highly structured curriculum of lecture, class discussion, written assignments, improvisation, and dramatic performance. This approach encourages students to practice all language skills while learning to become independent critical readers and interpret literary works as actors.

Harper, Sandra N. (1988). Strategies for teaching literature at the undergraduate level. Modern Language Journal 72(4): 402-08.

Abstract: A teaching approach to foreign language literary texts for introductory and intermediate levels consists of a three- phase sequence: 1) the preparatory phase provides linguistic activities and establishes comprehension; 2) the interpretive phase includes expression and exchange of student reactions; and 3) the synthesis phase provides for an overall evaluation of the text.

Henning, Sylvie Debevec. (1992). Assessing literary interpretation skills. Foreign Language Annals 25(4): 339-355.

Abstract: Based on a comprehensive language proficiency assessment project, this article reports on a four-level scale that assesses literary interpretation. The notional components are sequenced from the specific and concrete to the general and abstract, with focus on literary components that can be used to interpret any work. (Author/LB).

Henning, Sylvie Debevec. (1993). The integration of language, literature, and culture: Goals and curricular design. ADFL Bulletin 24(2): 51-55.

Abstract: Those who actually teach foreign languages and literature "not those outside the field," should make decisions about language curricula, basing decisions and programs on sound pedagogy. Residual U.S. chauvinism and isolationism must not be allowed to trivialize and marginalize foreign languages and culture in the name of achieving a "competitive edge" in international business. (18 references)

Hirvela, Alan. (1996). Reader-response theory and ELT. ELT Journal 50: 127-34.

Abstract: Discusses the notion of personal response, which is a method in English-language teaching that aims to elicit learner production of discourse in the target language. The article distinguishes between reader-response and personal response approaches and demonstrates how the inclusion of reader response in literature-based communicative language teaching will strengthen such instruction.

Hirvela, Alan, & Boyle, Joseph. Literature courses and student attitudes. ELT Journal 42: 179-84.

Abstract: Describes an investigation of how English-as-a-second-language students feel about studying English literature and tells how two literature courses were modified in response. Short stories and novels were chosen to demonstrate fundamental aspects of literature within the framework of accessible language and structure.

Hoffmann, Ernst Fedor, & James, Dorothy. (1986). Toward the integration of foreign language and literature teaching at all levels of the college curriculum. ADFL Bulletin 18(1): 29-33.

Iandoli, Louis. (1991). Improving oral communication in an interactive introduction to literature course. Foreign Language Annals 24(6): 479-86.

Abstract: Describes the development and content of an interactive introduction to a foreign literature course designed to teach students literary analysis skills and refine their oral communication skills, through such course aspects as text selection criteria, pre- and postreading strategies, literary interpretation, and student analysis and discussion of literature.

Isenberg, Nancy. (1990). Literary competence: The EFL reader and the role of the teacher. ELT Journal 44(3): 181-190.

Abstract: Suggestions are offered for improving English-as-a-Foreign- Language literary competence through intervention at the procedural level. The suggestions are based on the data that the reading of a literary text can be seen as a form of information processing, and on a consideration of the thought processes involved in the understanding of a literary text.

James, Dorothy. (1989). Re-shaping the college-level curriculum. In Lepke, Helen, Ed., Shaping the future: Challenges and opportunities. 1989 Northeast Conference Reports.

Kauffmann, Ruth A. (1996). Writing to read and reading to write: Teaching literature in the foreign language classroom. Foreign Language Annals 29: 396-402.

Abstract: Discusses the use of writing assignments to improve the capacity of literature students to read and analyze assigned texts in the foreign language. The approach provides a higher level of motivation for self-correction that will enable students to overcome, rather than formalize, their errors.

Keller, Betsy. (1997). Rereading Flaubert: Toward a dialogue between first- and second-language literature teaching practices. PMLA 112: 56-68.

Knutson, Elizabeth M. (1993). Teaching whole texts: Literature and foreign language reading instruction. French Review 67(1): 12-26.

Abstract: Instructional implications of recent reading research are reviewed along with the issue of text readability and the intermediate/advanced language student. A generic approach to the teaching of literary works in a third-year transitional course is then proposed. A student worksheet and recall protocol exercise are appended.

Knutson, Elizabeth M. (1997). Reading with a purpose: Communicative reading tasks for the foreign language classroom. Foreign Language Annals 30: 49-57.

Abstract: Reviews research demonstrating that reading texts with a particular perspective facilitates comprehension and increases reader interest. Suggests approaches to the teaching of texts that provide learners with purpose, including student-generated text collections, communicative tasks with reading components and interest tasks.

Kramsch, Claire. (1985). Literary texts in the classroom: A discourse perspective. Modern Language Journal 69(4): 356-366.

Abstract: Discusses recent research in reading comprehension, discourse analysis, and literary theory as it bears on the way in which the teaching of literary texts can be integrated into a general approach to the teaching of language as social discourse. Suggests a new approach to integrating language and literature in foreign language teaching.

Kramsch, Claire. (1994). In another tongue. Profession 94: 11-14.

Lazar, Gillian. (1990). Using novels in the language-learning classroom. ELT Journal 44(3): 204-214.

Abstract: Attempts to identify some features of novels that provide unusual educational and linguistic opportunities for the learner. Some of the difficulties both teachers and students may experience in using novels are examined, and sample materials that have been devised to overcome these difficulties are described.

Lazar, Gillian. (1994). Using literature at lower levels. ELT Journal 48(2): 115-124.

Abstract: Discusses how literary texts can be used with elementary and lower intermediate language students. A series of tasks and activities for exploiting three different poems is then presented. The types of task and activity aim not only to help teachers overcome the difficulties of using literature at this level but also to extend the students’ grammatical and lexical knowledge.

Lazar, Gillian, & Heath, Shirley Brice. (1996). Literature and language teaching: Exploring literary texts with the language learner and re-creating literature in the ESL classroom. TESOL Quarterly 30: 773-79.

Abstract: Two educators discuss the role literature plays in the English as a Second Language (ESL) classroom. One emphasizes that literary texts are a source for classroom activities that can motivate learners. The other points out that the English writings of ESL students about their travels and friends published in newsletters and journals generate essentials of language learning.

Lide, Francis. (1990). Literature and the foreign language enterprise: A Problematic relationship. Polylingua 1(2): 103-123.

Abstract: Points out problems of using literature in the early stages of the foreign language curriculum as well as disciplinary politics arising from defining the enterprise in terms of literary study. It is argued that the proposition that one should learn a language to read literature in the original is theoretically questionable and rhetorically unpersuasive.

Martin, Laurey K. (1993). Breaking the Sounds of Silence: Promoting Discussion of Literary Texts in Intermediate Courses. French Review 66: 549-61.

Abstract: Types of questions that will stimulate student participation in French literature classes are discussed. After a summary of ineffective approaches, factors influencing development of effective questions are assessed: preparation, reformulation, and progression. Examples are included.

Mayer, Virginia. (1993). Interactive pedagogy in a literature based classroom. Mid-Atlantic Journal of Foreign Language Pedagogy 1: 50-57. (ED355792)

Abstract: Preserving a literary-based curriculum, creating a sensitivity to the literature, and encouraging communicative skills relative to the literature are significant goals in foreign language study. Therefore, a program involving strategic interaction and cooperative learning techniques applied to the study of literature fosters communication and comprehension within a cultural context. Three categories of relative, effective, and practical tools for literary based discourse are discussed in this report: (1) scenarios chosen for enactment (an idea or theme from a portion of the targeted literature with undetermined resolution, juxtaposed role playing and significant debriefing) and situations (the cafe scene, family dinners, etc., with a beginning, denouement, and predetermined conclusion); (2) serious silliness ("ice- breaker" inter-social devices); and (3) six sombreros (the class is divided into five groups; the "white hat" group is responsible for the facts and details of the reading; the "red hat" students are concerned with the emotions and feelings offered by the text; those wearing "purple hats" confirm negative dimensions in the passage; "green hats" are challenged to think creatively; and finally, the "blue hats" organize and summarize the thoughts produced by each of the other groups). The implementation and expansion of some already practiced devices offer new possibilities within the literacy framework.

Muyskens, Judith A. (1983). Teaching second-language literatures: Past, present, and future. Modern Language Journal 67: 413-423.

Abstract: Examines some of the goals, techniques, and problems involved in teaching second-language literatures at all levels of instruction. Briefly summarizes the work of the past 15 years and makes suggestions for future consideration. Also reports on a survey of 93 faculty members on the teaching of literature.

Nance, Kimberly A. (1992). Identifying, sequencing and managing intellectual risks to students: Discussion in the foreign language literature course. (ED356621)

Abstract: Student apprehension about discussing intellectually "risky" ideas in the foreign language literature class can be addressed through construction of a classroom environment in which students gain confidence. The governing principle is the sequencing of risk. Students perceive risks to be in: (1) making a linguistic error; (2) making an error of recall or analysis; (3) venturing a "dumb" opinion; and (4) being seen as trying to impress the teacher or show superiority. Promoting universal participation not only spreads risk but also increases individuals’ chances of success. Six factors help determine the degree of risk the student perceives: extent of personal identification with the answer; group size; group attitude; the individual student’s attitude; certainty of correct response; and amount of time between question and response. Once these risk factors are identified, the teacher can adjust them to tailor classroom interaction to the level of difficulty and risk appropriate to the group. However, an overall gradual increase of risk, as students become more proficient, should also not translate into a constant uphill struggle. Students need opportunities to consolidate gains before moving on, and sometimes may need to return to a lower risk level when facing new or difficult material.

Nance, Kimberly A. (1994). Developing students’ sense of literature in the introductory foreign language literature course. ADFL Bulletin 25(2): 23-29.

Peck, Jeffrey M. (1992). Toward a cultural hermeneutics of the "foreign" language classroom: Notes for a critical and political pedagogy. ADFL Bulletin 23(3): 11-17.

Abstract: Explores differences between college English and foreign-language departments’ treatment of literature and culture education, making a case for enhancing foreign language pedagogy’s transmission of culture and literature through restructured academic territories, reorganization of authority, and redistribution of resources.

Ponterio, Robert. (1994). Teaching authorial point of view: Using film to question the male perspective in French literature. ADFL Bulletin 26(1): 12-18.

Abstract: The use of cinema in a French literature class can help students become more aware of their role as receivers in the reading process. "Le retour de Martin Guerre" and "Entre Nous" helped develop students’ awareness of gender’s importance in a variety of literary texts.

Purcell, John M. (1988). Cultural appreciation through literature. Foreign Language Annals 21(1): 19-24.

Abstract: Considers ways in which teachers can determine and teach aspects of cultural appreciation through foreign language literature and evaluate whether the culture depicted is authentic, aculture, burlesque, or deformation of culture.

Rice, Donald B. (1991). Language proficiency and textual theory: How the twain might meet. ADFL Bulletin 22(3): 12-15.

Abstract: Considers how the contributions of the proficiency movement and modern critical theory can be used to deal with literature in language and literature programs. In particular, the discussion looks at the possibility of applying some of the basic ideas and tools of proficiency- oriented language instruction to the way students work with literature.

Riley, Gail L. (1993). A story approach to narrative text comprehension. Modern Language Journal 77(4): 4174-32

Abstract: The ability of foreign language readers to comprehend 3 different story structures of a medieval French folk tale, "Le Bisclavret," was investigated among 120 university language students. Findings suggest that both story organization and amount of second-language study influence recall. Recommendations for classroom instruction are suggested.

Riley, Gail L., & Lee, James F. (1996). A Comparison of recall and summary protocols as measures of second language reading comprehension. Language Testing 13: 173-89.

Abstract: Examines the effect of test method on the reading performance of two levels of early-stage second-language (L2) readers of French. The study compares two global response modes, the summary and the recall protocol. Results indicate a significant qualitative difference in the performance on the two tasks. The summaries contained significantly more main ideas than the recall protocols

Robinson, Amy. (1996). Second-language literature instruction: Tracking its evolution. Unpublished manuscript, University of Iowa.

Abstract: Following up on Muyskens (1983), this paper discusses trends and issues in the teaching of literature in foreign language programs 1983-95 through a review of the literature and an informal survey of language instructors.

Schofer, Peter. (1990). Priority: Curriculum. Literature and communicative competence: Aesthetic appreciation or literature in the land of language. Foreign Language Annals 23(4): 325-334.

Abstract: A discussion of the benefits of and reasons for incorporating literature instruction into beginning and intermediary, as well as advanced foreign language programs, presents suggested prereading, reading, questioning, and postreading activities to help students enjoy and appreciate authentic foreign literature.

Schultz, Jean Marie. (1995). Making the transition from language to literature. In Margaret Haggstrom, Leslie Zarker Morgan, & Joseph A. Wieczorek (Eds.), The foreign language classroom: Bridging theory and practice (pp. 3-20). London and NY: Garland.

Abstract: One of the challenges in FL teaching is to prepare students to make a smooth transition from their lower-division language courses to their upper-division courses. The article proposes a multifaceted approach to incorporating literature in the language classroom that aims to encourage the deelopment of critical thinking skills and advance writing skill, grammar acquistion in context, close reading skills, and speaking skills.

Schultz, Jean-Marie. (1996). The uses of poetry in the foreign language curriculum. French Review 69: 920-32.

Abstract: Discusses the theoretical basis for poetry’s potential for the language acquisition process. The article presents a practical plan for the progressive integration of poetry into the language classroom and concludes that the process of poetic analysis aids the formation of critical reading and thinking skills.

Schulz, Renate A. (1981). Literature and readability: Bridging the gap in foreign language reading. Modern Language Journal 65: 43-53.

Abstract: Discusses literature readability in foreign language classrooms. Gives results of study stressing use of predictive statistical device to determine difficulty students will encounter when reading specific literary texts. Suggests linguistic complexity of a text affects accessibility, comprehensibility, and enjoyability, and this should be looked at before selecting texts.

Shanahan, Daniel. (1997). Articulating the relationship between language, literature, and culture: Toward a new agenda for foreign language teaching and research. Modern Language Journal 81: 164-74.

Abstract: Discusses the conflict between the two camps of second- language learning that exist within the university environment, one emphasizing communicative competence and the other, the importance of exposure to culture and literature. Notes that much research is needed into the role of culture and literature in language learning.

Shook, David J. (1996). Foreign Language Literature and the Beginning Learner-Reader. Foreign Language Annals 29: 201-16.

Abstract: To explore the potential learner benefits of early exposure to literature and suggest instructional guidelines for effective literature study at the beginning level, this article examines the nature of literature and surveys how current textbooks guide beginning learners to access literary works.

Storme, Julie A. and Siskin, H. Jay. (1989). Developing extensive reading skills: The transition to literature. In McAlpine, Dave, ed., Defining the essentials for the foreign language classroom. Selected Papers from the 1989 Central States Conference, pp. 24-39. Lincolnwood, IL: National Textbook Company.

Swaffar, Janet. (1988). Readers, texts, and second languages: The interactive processes. Modern Language Journal 72: 123-149.

Abstract: Considers current research on reading in a second language from five points of view: (1) the reader’s role in light of new models of language and textual meaning; (2) revised definitions of textual meaning and reader processing; (3) reader processing of schemata; (4) relationship between second-language competency and reader strategies; and (5) classroom applications.

Swaffar, Janet. (1992). Written texts and cultural readings. In Kramsch, Claire and McConnell, Sally, Eds., Text and context: cross-disciplinary perspectives on language study. Lexington, MA: D.C. Heath.

Thire, Claudine. (1990). Consideraciones en torno al análisis textual. Hispania 73(1): 279-283.

Abstract: Describes three stages of an instructional method for involving language students in the study of foreign literature. Suggestions are offered for practical classroom activities.

Vande Berg, Camille Kennedy. (1990). Conversation activities based on literary readings. French Review 63(4): 664-670.

Abstract: Argues the value of literary reading passages as the basis for second language learning. These passages can serve as a springboard for the enthusiastic exchange of ideas in which learners focus on meaning rather than form, use the target language to argue or justify opinions, or, while playing the role of a character, to engage in conversation.

Vande Berg, Camille Kennedy. (1993). Managing learner anxiety in literature courses. French Review 67(1): 27-36.

Abstract: Small group work, which has become a standard feature of foreign language classes, lowers the stress level of students and makes them less anxious about speaking. Specific suggestions are offered for prereading, comprehension, and analytical small group activities.

Yorke, Felicity. (1986). Interpretative tasks applied to short stories. ELT Journal 40(4): 313-319.

Abstract: The use of "interpretative tasks" is advocated in the teaching of short stories. Such tasks encourage learners to explore stories beyond the level of pure narrative and also encourage development of a "feel" for creative uses of English in literature.