Quand regarder fait lire. Nouveaux défis dans l’enseignement des littératures de langue française. Pluralités européennes, nombre 1/27
When watching leads to reading. New challenges in teaching french-language literatures. European pluralities, number 1/27
Contributor(s): Małgorzata Sokołowicz (Editor), Izabella Zatorska (Editor)
Subject(s): Language and Literature Studies, Theoretical Linguistics, Applied Linguistics, Philology
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: teaching; literature; French; university; challenge
Summary/Abstract: Continuation of the series “Le Cahiers de Varsovie” (no 1/27), the book helps to answers the question of how to teach French and French-language literature in French Studies Departments in the 21st century: which books should be read to make literary classes interesting, what exercises should be proposed to help students to understand the text and how to combine literature with teaching history and culture.
Series: Pluralités européennes
- E-ISBN-13: 978-83-235-4103-5
- Print-ISBN-13: 978-83-235-4095-3
- Page Count: 146
- Publication Year: 2019
- Language: French
Comment parler de la littérature du passé?
Comment parler de la littérature du passé?
(How Can We Talk about Literature of the Past?)
- Author(s):Michel Delon
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:17-25
- No. of Pages:9
- Keywords:literature; history; relativism; updating; anachronism
- Summary/Abstract:Literature professors, theatre directors and museum curators are faced with two problems: how to arouse the public’s interest in the arts and literature of the past centuries and how to make them intelligible for the present-day audience. For a long time, it was enough to present an interpretation fixed by the academic tradition. Today, the speed at which institutional circumstances evolve allows some to justify resorting to anachronism: starting from the present in order to understand the past. There are not much place left to escape obsolete readings, on the one hand, and to respect historical differences, on the other. That being said, a keen sensitivity to historical and cultural points of contact does not necessarily lead to a purely subjective relativism that runs the risk of sapping any dialogue and destroying the continuity between cultures and ages.
De variables influençant la lecture en langue étrangère
De variables influençant la lecture en langue étrangère
(On Variables Influencing Reading in a Foreign Language)
- Author(s):Maciej Smuk
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:26-36
- No. of Pages:11
- Keywords:reading; foreign language; competence; variables; impact
- Summary/Abstract:The article discusses different variables influencing reading competence in a foreign language, especially in the case of literary texts. The following categories of variables are the subject of discussion and criticism: ideological, procedural, textual, contextual, strategic and personal (features of personality, intellectual abilities, attitudes). The main aim of this analysis is to show the evolution of the concept of reading in a foreign language. The article also presents recommendations and some activities improving reading capacities during literature classes.
Enseignement de la culture à l’université à l’heure du numérique – deux cas pratiques
Enseignement de la culture à l’université à l’heure du numérique – deux cas pratiques
(Culture Teaching at the University at the Time of Digital Technology – Two Case Studies)
- Author(s):Dariusz Krawczyk
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:38-48
- No. of Pages:11
- Keywords:online learning; humanities; history of culture; higher education; Sixties; French culture
- Summary/Abstract:The aim of this paper is to present the ideas that lay behind the conception of two online courses Artistic and literary life of Paris (19th-20th centuries) and The Sixties: The Beatles and Their Time designed for all the interested students of the University of Warsaw. The paper explains the organization of the course, presents its layout and the teaching methods used.
Enseigner la civilisation des siècles passés à l’université: quelques réflexions personnelles
Enseigner la civilisation des siècles passés à l’université: quelques réflexions personnelles
(Teaching Literature and Culture of the Past at the University: Some Personal Reflections)
- Author(s):Tomasz Wysłobocki
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:49-57
- No. of Pages:9
- Keywords:teaching; learning; university; literature; culture; philology
- Summary/Abstract:Teaching culture and literature of the past at the university is not easy, even at language studies departments where students are supposed to be willing to read books and learn about the history and culture of foreign countries. It appears that young people are reluctant to express themselves in academic classes and prefer to wait passively for the teacher to dictate them what is worth noting. In my opinion, this is not what academic lectures should look like. The university should use different means, adapted at best to the contemporary students’ profiles, to help them learn how to think critically and to debate democratically. The great responsibility of the university is to form future citizens. This much depends on the academic teachers who elaborate the lecture programs and ought to shape a creative atmosphere in their classes, a base for the exchange of ideas and opinions, which is essential to prepare students for their adult life.
Les moments de lecture en cours d’histoire et de culture de France
Les moments de lecture en cours d’histoire et de culture de France
(Moments of Reading during Classes on French History and Culture)
- Author(s):Małgorzata Kamecka
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:58-66
- No. of Pages:9
- Keywords:French history and culture; literature; reading; source texts; song; pleasure
- Summary/Abstract:In the first part of the article the author refers to opinions on the reasons for the decrease in readership among young people, including academic students. The development of new technologies, the Internet, and life focused mainly on the present moment do not encourage a reflection necessary to deal with a literary masterpiece. It is impossible to stop those changes in students’ attitude, which does not mean that we should give up proposing them texts to read, during classes of French history and culture. In the second part, the author shares her experience and thoughts conceived as a result of the analysis of source texts and song lyrics, foremost poetic ones.
Le texte littéraire maghrébin francophone dans l’enseignement universitaire de la littérature et de la langue française appliquée
Le texte littéraire maghrébin francophone dans l’enseignement universitaire de la littérature et de la langue française appliquée
(The Francophone North African Literary Text in Literature and French as Foreign Language Teaching at the University Level)
- Author(s):Magdalena Zdrada-Cok
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:67-76
- No. of Pages:10
- Keywords:North African Francophone literature; intercultural communication; language diversity
- Summary/Abstract:The subject of our reflection is the prominence of North African Francophone literature in teaching the French language and literature at the specialization of applied French language studies. Recalling the texts written by Tahar Ben Jelloun, Assia Djebar or Boualem Sansal, and the theories proposed by Luc Collès or Abdelkader Kheir, we demonstrate that a single North African Francophone lite-rary work is the subject of intercultural communication. It also constitutes a source of cultural knowledge giving evidence in support of the fact that French is the language of diversity and multiculturalism.
Poésie en classe du français langue étrangère – contribution au développement des compétences linguistiques et culturelles
Poésie en classe du français langue étrangère – contribution au développement des compétences linguistiques et culturelles
(Poetry in the Didactics of French as a Foreign language: Contribution to the Development of Linguistic and Cultural Competences)
- Author(s):Ewa Kalinowska
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:77-88
- No. of Pages:12
- Keywords:French as a foreign language; didactics; French-language literature; French-language poetry
- Summary/Abstract:This paper explores the issue of teaching foreign literature – especially poetry – during the foreign language classes. Indeed teaching of literature/poetry as a part of a foreign language education remains a vehemently debated issue. Which and whose poetry should be taught? How should it be taught? What role should the learners’ culture play in the acquisition of knowledge of the French-language poetry? How can the French language teachers learn the skill of incorporating poetry into their teaching of French as a foreign language? And how can they develop the learners both linguistic and cultural competence? Those questions are to be answered in the paper.
Récits cinématographiques et récits littéraires dans l’oeuvre de l’écrivain-cinéaste franco-algérien Mehdi Charef
Récits cinématographiques et récits littéraires dans l’oeuvre de l’écrivain-cinéaste franco-algérien Mehdi Charef
(Cinematographic and Literary Narratives in the Work of the Writer and Filmmaker Mehdi Charef)
- Author(s):Hans-Jürgen Lüsebrink
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:89-100
- No. of Pages:12
- Keywords:writers-filmmakers; ‘beur’ film; ‘beur’ literature; suburbs; marginalization
- Summary/Abstract:This contribution is focused on the question of the relation between film and literary writing in the work of Mehdi Charef (born in Algeria in 1952) who is currently one of the most important filmmakers and writers of North African origin in contemporary France. After a preliminary part on central concepts like ‘Intermediality’, this contribution analyzes the specificity of the filmic and lite-rary work of Charef, who became the very first ‘beur’-writer and filmmaker with his novel Le thé au harem d’Archi Ahmed (1983), which he adapted himself for the screen in 1985 under the title Le thé au harem d’Archimède. Refusing to be classified as an ‘immigrant writer and filmmaker’, his further 12 films and 5 novel streat a large diversity of subjects, generally linked to social and cultural margina-lity and to the “Algerian War” (1954-1962). He sees it as a major event of contemporary French-Algerian history with its numerous ‘black boxes’ of memory like the ‘Harkis’ and the Algerian soldiers fighting on the French side. As Charef has approached the same subjects both in film and literary texts, the analysis of his work leads to a reflection on the relationship between the two media and their common use in literary pedagogy.
Vers une approche intermédiatique et interculturelle dans l’enseignement des littératures francophones. L’exemple de Sarcelles-Dakar d’Insa Sané
Vers une approche intermédiatique et interculturelle dans l’enseignement des littératures francophones. L’exemple de Sarcelles-Dakar d’Insa Sané
(Intermedial and Intercultural Approaches for Teaching French Literature. The Example of Sarcelles-Dakar by Insa Sané)
- Author(s):Christoph Vatter
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:101-113
- No. of Pages:13
- Keywords:intermediality; interculturality; French as Foreign Language; French-language literature; Africa; suburb; immigration
- Summary/Abstract:The place of literature in the French as a foreign language classroom seems to be more and more precarious. Using perspectives opened up through intermediality and interculturality in literary texts, however, constitutes a motivating way to connect with students’ prevailing cultural practices and to engage in a dialogue on the challenges of cultural identity in a multicultural society as the example of Sarcelles-Dakar, a novel by the French-Senegalese writer, rapper and spoken word poet Insa Sané, illustrates.
Enseignement de la littérature par le biais des méthodes théâtrales
Enseignement de la littérature par le biais des méthodes théâtrales
(Teaching Literature with the Use of Theatrical Methods)
- Author(s):Afrodyta Weselak
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:114-123
- No. of Pages:10
- Keywords:teaching literature; context; emotions; teaching adults
- Summary/Abstract:Practical experience of the theatre can bring positive effects to scientific work. The article, based on the experience of the author, a professional actress, describes exercises addressed to students of literature, derived from the methods of Stanislavski and Grotowski and from the observations of Cialdini and Jung.
Expérience de l’enseignement de la littérature vue par un doctorant : une poignée de réflexions
Expérience de l’enseignement de la littérature vue par un doctorant : une poignée de réflexions
(Literature Teaching Experience Seen by a PhD Student: a Couple of Reflections)
- Author(s):Stanisław Świtlik
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:124-133
- No. of Pages:10
- Keywords:literature teaching; 18th century; students; university
- Summary/Abstract:A PhD student presents a couple of reflections on teaching literature after having given lectures of Eighteenth-century literature in the French Studies Department of the University of Warsaw. In his text, he comments on types of students participating in his classes and introduces some perspectives on literature teaching and imperatives the teacher faces in his didactical work.
Enseigner la littérature médiévale
Enseigner la littérature médiévale
(Teaching Medieval Literature)
- Author(s):Bernard Ribémont
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Philology
- Page Range:134-144
- No. of Pages:11
- Keywords:literature teaching; Middle Ages; France; testimony
- Summary/Abstract:This paper does not pretend to be anything but a simple testimonyof a long experience of teaching literature in a French University. The position of the author is far from a ‘scientific’ approach insofar as he does not pretend to be scientific in pedagogy but, in an assumed way, to be only empirical. The aim is to simply relate a personal experience tinted of a certain scepticism towards didactic theories.
