Literary education and language education are connected by a relationship of mutual exchange. On the one hand, without the mastery of appropriate language skills it is impossible to grasp the complexity of literary works. On the other, improving language competence is one of the multiple aims of literary education. Moreover, considering the current multicultural dimension of the Italian school system, teaching literature from an intercultural perspective provides an opportunity to foster the development of relational skills while discussing the meaning of the works. In this scenario, we explore the state of the art of literary education and the teaching of literature in Italy and we consider their implications with language education, intercultural education, and intercultural communication. Furthermore, we present both a model of literary and intercultural communicative competence and a hermeneutic and relational method, also aimed at improving language acquisition and promoting intercultural awareness. In our view, literary and intercultural communicative competence makes it possible to communicate effectively in events where the language is spoken in order to understand literary texts, to identify the original meanings, to discuss their significance from the students’ current perspective, and to formulate critical judgements. The aim of the volume is to offer content and methodological resources for the teaching of literature that can impact positively on the development of language and relational skills. Thus, we draw up some guidelines aimed at increasing students’ motivation for studying the works, fostering their active participation and allowing literature to preserve its educational function.

Educazione letteraria e didattica della letteratura

Camilla Spaliviero
2020

Abstract

Literary education and language education are connected by a relationship of mutual exchange. On the one hand, without the mastery of appropriate language skills it is impossible to grasp the complexity of literary works. On the other, improving language competence is one of the multiple aims of literary education. Moreover, considering the current multicultural dimension of the Italian school system, teaching literature from an intercultural perspective provides an opportunity to foster the development of relational skills while discussing the meaning of the works. In this scenario, we explore the state of the art of literary education and the teaching of literature in Italy and we consider their implications with language education, intercultural education, and intercultural communication. Furthermore, we present both a model of literary and intercultural communicative competence and a hermeneutic and relational method, also aimed at improving language acquisition and promoting intercultural awareness. In our view, literary and intercultural communicative competence makes it possible to communicate effectively in events where the language is spoken in order to understand literary texts, to identify the original meanings, to discuss their significance from the students’ current perspective, and to formulate critical judgements. The aim of the volume is to offer content and methodological resources for the teaching of literature that can impact positively on the development of language and relational skills. Thus, we draw up some guidelines aimed at increasing students’ motivation for studying the works, fostering their active participation and allowing literature to preserve its educational function.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10278/3732715
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