Literary Education
This post takes as its point of departure the problems which Students of English Literature (or Spanish Literature in some cases) face when confronted directly with the reading of literary texts.
Certainly, diverse resources have been implemented nowadays in Literature classrooms in order to engage the student with literary texts, such as visual arts or audiovisual supplies.Nonetheless, this, when combined the difficulties posed by a very partial knowledge of the foreign language (and all the linguistic and cultural implications) still might represent a problem of understanding a literary text. Besides, evaluation criteria implemented by some teachers focus on a literal understanding rather than an inferential reading that allows the students to be more reflective concerning the text.
Hence, teachers should be more contemplative regarding the evaluation criteria that are used to evaluate literary texts, creating more circles of dialog in which students' attention do not focus on an individual perspective, but, discussing among their partners their stands, allowing them to establish a cooperative way of learning.
In the next post, I will discuss the "literary competence" when is considered in terms of intellectual performance.
References
Colomer, Teresa (1996). El aprendizaje de la competencia literaria. Universitat Automa de Barcelona. Barcelona, España.
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