Literary Discussions and Advanied Speaking Functions: Researching the (Dis) Connection

Foreign Language Annals

Volumn 37, Issue 2, 2004, Pages 183-199

  Donato, Richard ^a   Brooks, Frank B ^b  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85055303366     PISSN: 0015718X     EISSN: 19449720     Source Type: Journal    
DOI: 10.1111/j.1944-9720.2004.tb02192.x     Document Type: Article

References (57)

1. Adair-Hauck, B. and Cumo-Johanssen, I. (1997). Meaningmaking through a whole language approach. In J. K. Phillips(Ed.), Collaborations: Meeting new goals, new realities (pp.35-96). Lincolnwood, IL: National Textbook Co.
2. Adair-Hauck, B. and Donato, R. (2002a). The Pace model: Astory-based approach to meaning and form for standards-basedlanguage learning. The French Review, 76, 265-276.
3. Adair-Hauck, B. and Donato, R. (2002b). The Pace model:Actualizing the standards through storytelling: “Le Bras, laJambe et le Ventre.” The French Review, 76, 278-296.
4. Adair-Hauck, B., Donato, R., and Cumo, E (2000). Using astory-based approach to teach grammar. In J. Schrum & E.Glisan (Eds.) Teacher’s handbook: Contextualized languageinstruction (2nd Ed.)(pp. 90-111). Boston: Heinle and Heinle.
5. Applebee, A. N., Langer, J. A., Nystrand, M., & Gamoran, A.(2003). Discussion-based approaches to developing understanding: Classroom instruction and student performancein middle and high school English. American Educational Research Journal, 40 (3), 685-730. Available online: http: llw. aera. netlpubslaerjl
6. Barnes-Karol, G. (2000). Revising a Spanish novel class in thelight of standards for foreign language learning. ADFL Bulletin,31, 44-49.
7. Barnes-Karol, G. (2003). Teaching literature to the undergraduateforeign language major: A framework for a methodscourse. ADFL Bulletin, 34, 20-27.
8. Bernhardt, E. B. (1990). A model of L2 text reconstruction: Therecall of literary text by learners of German. In A. LaBrea and L. Bailey (Eds.), Issues in L2: Theory as practicel practice as theory(pp. 21-24). Norwood, NJ: Ablex.
9. Bernhardt, E. B. (1995). Teaching literature or teaching students?ADFL Bulletin, 26, 5-6.
10. Bernhardt, E. B. (2002). Research into the teaching of literaturein a second language: What it says and how to communicate itto graduate students. In V M. Scott and H. Tucker (Eds.), SLA and the literature classroom: Fostering dialogues (pp. 195-210).Boston: Heinle & Heinle.
11. Breiner-Sanders, K. E., Lowe, Jr., F!, Miles, J. and Swender, E.(2000). ACTFL proficiency guidelines-speaking, revised1999. Foreign Language Annals, 33, 13-18
12. Brooks, E B. (1993). Some problems and caveats in communicativediscourse: Toward a conceptualization of the foreignlanguage classroom. Foreign Language Annals, 26, 233-242.
13. Brumfit, C. L. and Carter, R. A. (1986). Literature and languageteaching. Oxford: Oxford University Press.
14. Burnett, J. and Fonder-Solano, L. (2002). Crossing the boundariesbetween literature and pedagogy: Perspectives on a foreignlanguage reading course. In V M. Scott and H. Tucker(Eds.), SLA and the literature classroom: Fostering dialogues (pp.75-106). Boston: Heinle & Heinle.
15. Bymes, H. (Ed.) (1998). Learningforeign and second languages: Perspectives in research and scholarship. New York: The ModernLanguage Association of America.
16. Byrnes, H. and Kord, S. (2002). Developing literacy and literarycompetence: Challenges for foreign language departments. In: V M. Scott and H. Tucker (Eds.), SLA and the literature classroom: Fostering dialogues (pp. 35-73). Boston: Heinle &Heinle.
17. Carter, R. and McRae, J. (1996). Language, literature, G thelearner: Creative classroom practice. New York: Longman.
18. Cazden, C. B. (2001). Classroom discourse: The language ofteaching and learning (2nd Ed.). Portsmouth, NH: HeinemannEducational Books, Inc.
19. Davis, J. N. (1992). Reading literature in the foreign language:The comprehensiodresponse connection. French Review, 65,
20. Davis, J. N. (2000). Perspective on an age: Forty-five years of NECTFL reports. In R. M. Terry (Ed.), Agents of change in achanging age (pp. 23-46). Lincolnwood, IL: National Textbookco.
21. Donato, R. (2000) Sociocultural contributions to understandingthe foreign and second language classroom. In J. Lantolf(Ed.) Sociocultural theory and second language learning (pp.29-52). Oxford: Oxford University Press.
22. Edmondson, W (1995). The role of literature in foreign languagelearning and teaching: Some valid assumptions andinvalid arguments. AKA Review, 12, 42-55.
23. Fecteau, M. L. (1999). First- and second-language readingcomprehension of literary texts. Modern LanguageJournal, 83,475-493.
24. Fein, D. A. (1999). Challenges of teaching literature:Reflections on the MLA teacher education project. In F Franklin, D. Laurence, and E. B. Wells (Eds.) Preparing anationk teachers: Models for English and foreign language programs(pp. 390-397). New York: The Modern LanguageAssociation of America.
25. Franklin, E, Laurence, D., and Wells, E. B. (Eds.). (1999).Preparing a nation’s teachers: Models for English and foreign languageprograms. New York: The Modern Language Associationof America.
26. Glisan, E. (1999). The impact of the standards on higher education:For more than just the sake of continuity. ADFLBulletin, 31, 75-78.
27. Green, J. and Wallat, C. (1981). Mapping instructional conversations:A sociolinguistic ethnography. In J. Green and C.Wallat (Eds.), Ethnography and language in educational settings(pp. 161-205). Nonvood, NJ: Ablex.
28. Hall, J. K. (1995). (Re)creating our worlds with words: Asociohistorical perspective of face-to-face interaction. AppliedLinguistics, 16, 206-232.
29. Hall, J. K. (1998). The communication standards. In J. K.Phillips and R. M. Terry (Eds.), Foreign language standards:Linking research, theories, and practices (pp. 15-56).Lincolnwood, IL: National Textbook Co.
30. Igarashi, K., Wudthayagorn, J., Donato, R. and Tucker, G. R.(June 2002). What does a novice look like: Describing thegrammar and discourse of young learners of Japanese. TheCanadian Modem Language Review, 58(4), 526-554.
31. James, D. (2000). Kleiner mann, was nun? In R. M. Terry(Ed.), Agents of change in a changing age (pp. 237-270).Lincolnwood, IL: National Textbook Co.
32. Kadish, D. K. (1999). Teaching literature in the foreign language classroom: Where have we been and where do we gonow? In P Franklin, D. Laurence, and E. B. Wells, (Eds.)Preparing a nation's teachers: Models for English and foreign languageprograms (pp. 398-411). New York: The Modern
33. Language Association of America. Kramsch, C. (1985). Literary texts in the classroom. ModernLanguageJournal, 69, 356-366.
34. Kramsch, C. (1993). Context and culture in language teaching.New York: Oxford University Press.
35. Lafayette, R. (1993). Subject matter content: What every foreignlanguage teacher needs to know. In G. Guntermann (Ed.),Developing language teachers for a changing world (pp.124-158). Lincolnwood, IL: National Textbook Co.
36. Lantolf, J. (2000). Sociocultural theory and second languagelearning. Oxford: Oxford University Press.L
37. antolf, J. and Appel, G. (1994). Vygotskian approaches to secondlanguage research. Nonvood, NJ: Ablex.
38. Lunn, E V. (1985). The aspectual lens. Hispanic Linguistics, 2,
39. Lyster, R. (1998). Recasts, repetition, and ambiguity in L2classroom discourse. Studies in Second Language Acquisition,
40. Lyster, R. and Ranta, L. (1997). Corrective feedback and learneruptake. Studies in Second Language Acquisition, 20, 37-66.
41. Mantero, M. (2002a). Bridging the gap: Discourse in textbasedforeign language clasrooms. Foreign Language Annals,35,437-456.
42. Mantero, M. (2002b). The reasons we speak: Cognition and discoursein the second language classroom. Westport, CT: Bergin &Garvey.49-6 1.20, 51-81.
43. Marshall, C. and G. Rossman (1999). Designing qualitativeresearch (3rd Ed.). Thousand Oaks, CA: Sage Publications.
44. McCormick, D. & Donato, R. (2000). The discourse of teacherquestions as scaffolding in an integrated ESL classroom, In J.Kelly Hall and L. Verplaeste (Eds.), The development of secondand foreign language learning through classroom interaction (pp.183-201). Mahwah, NJ: Lawrence Erlbaum Associates.
45. McRae, J. (1996). Representational language learning: Fromlanguage awareness to text awareness. In R. Carter and J.McRae (Eds.), Language, literature C the learner: Creative classroompractice (pp. 16-40). New York: Longman.
46. Mehan, H. (1979). Learning lessons: Social organization in theclassroom. Cambridge, MA: Harvard University Press.
47. Murti, K. (1993) Teaching literature at the first-year graduatelevel: The quantum leap from language to literature. ADFLBulletin, 25, 4148.
48. National Standards in Foreign Language Education Project.(1996). Standards for foreign language learning: Preparing forthe 21~1c entury. Yonkers, NY: Author.
49. Scott, V. and Tucker, H. (2002). SLA and the literature classroom:Fostering dialogues. AAUSC Issues in Language Program Direction. Boston: Heinle & Heinle.
50. Swain, M. (1995). Three functions of output in second languagelearning. In G. Cook & B. Seidlhofer (Eds.). Principleand practice in applied linguistics (pp. 125-144). Oxford:Oxford University Press.
51. Tesser, C. C. and Long, D. R. (2000). The teaching of Spanishliterature: A necessarv link between the lan"eua"ee a nd literaturesections of traditionh departments. Foreign Language Annals,33, 605-613.
52. Tharp, R. G. & Gallimore, R. (1988). Rousing minds to life:Teaching, learning, and schooling in social context. New York:Cambridge University Press.
53. Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practiceand theory in education. New York: Cambridge UniversityPress.
54. Wells, G. (1996). Using the tool-kit of discourse in the activityof learning and teaching. Mind, Culture, and Activity, 3,
55. Wertsch, J. V. (1985). Vygotsky and the socialformation ofmind.Cambridge, MA: Harvard University Press.
56. West, M., and Donato, R. (1995). Stories and stances: Crossculturalencounters with African folk tales. Foreign LanguageAnnals, 28, 392-405.
57. Widdowson, H. G. (1985). The teaching, learning, and studyof literature. In R. Quirk and H. G. Widdowson (Eds.). Englishin the world. Cambridge: Cambridge University Press