E-Book, Englisch, 334 Seiten
Formation and Mediation
E-Book, Englisch, 334 Seiten
ISBN: 978-3-8470-0629-9
Verlag: V&R unipress
Format: PDF
Kopierschutz: 0 - No protection
Prof Dr Barbara Schaff teaches English Literature and Culture at the University of Göttingen.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
1;Title Page;4
2;Copyright;5
3;Table of Contents;6
4;Body;8
5;Johannes Schlegel: By Way of Introduction. Stoner, Black Boxes, Institutions;8
5.1;1 Introduction;8
5.2;2 Black Boxes;10
5.3;3 Institutions of Literature;11
5.4;4 Instituting Politics;14
5.5;5 Institution and Mediation;15
5.6;On this Volume;16
5.7;Works Cited;22
6;Konrad Schröder: “Hardly has a university had a more distinguished master of languages than Tompson was.” (Johann David Michaelis, 1768) – John Tompson's Personality, his Biography, and his Significance for English Language Teaching and English Studies in Germany;26
6.1;1 Few historical sources and a tentative approach;26
6.2;2 The bare facts;27
6.3;3 Foreign Language Politics and Policies in Early Modern Times and the role of Goettingen University;30
6.4;4 Pre-1750 teaching of English in Germany: its spread, teachers and targets;33
6.5;5 John Tompson – an evaluation of his late years;36
6.6;6 De mortuis nil nisi vere;39
6.7;7 A brief note on Tompson's English Miscellanies;40
6.8;Works Cited;43
7;Barbara Schaff: John Tompson's English Miscellanies 1737–1766 in the Context of Eighteenth-Century British-German Cultural Relations;46
7.1;1 The Context;46
7.2;2 The English Miscellanies;48
7.3;3 Tompson's Legacy;55
7.4;Works Cited;56
8;Susan Bassnett: The Pleasures and Pains of Anthologies;58
8.1;Works Cited;69
9;Martina Witt-Jauch: Miscellany or Masterpiece? – Defining the Discipline of Comparative Literature Through Its Anthologies;70
9.1;Works Cited;86
10;Christian Schmitt-Kilb: Envisioning Cultural Imperialism and the Invention of English Literature in Elizabethan England;90
10.1;1 Introduction;90
10.2;2 Richard Tottel's Miscellany (1557);91
10.3;3 Edmund Spenser's The Shepheardes Calender (1579);93
10.4;4 Samuel Daniel, “Musophilus” (1599) and Defence of Ryme (1603);95
10.5;5 Cultural Identity – Linguistic Identity – National Identity;96
10.6;6 “Imperialism”;99
10.7;7 Conclusion;101
10.8;Works Cited;103
11;Frauke Reitemeier: Navigation Guides for the Vast Ocean of Literature: Writing and Teaching the History of (English) Literature in 1800;106
11.1;1 Introduction: Students' Miscellanies and the State of English Literary History;106
11.2;2 The Trailblazer: Johann Gottfried Eichhorn;109
11.3;3 Colleague and Rival: Friedrich Bouterwek;112
11.4;4 Hayden White's Theory of Historiography;113
11.5;5 1799: Eichhorn's Early Litterärgeschichte;114
11.6;6 1805–1812: Eichhorn's later Geschichte der Litteratur;117
11.7;7 1805–1819: Bouterwek's Geschichte der schönen Wissenschaften;120
11.8;8 Comparison and Conclusion;124
11.9;Works Cited;125
12;Karolin Echarti: Late 18th Century Women Translators as Actors in the Literary Field: Margarethe Forkel-Liebeskind and Therese Forster-Huber;128
12.1;I;128
12.2;II;129
12.3;III;132
12.4;IV;144
12.5;Works Cited;145
12.5.1;Primary Sources;145
12.5.1.1;Edited;145
12.5.1.2;Not edited;145
12.5.2;Secondary Sources;145
13;Elizabeth Bracker: Negotiating Literary Texts – a Nexus between Different Realms of Competence? Examples of a Qualitative Case Study with Advanced EFL Learners;148
13.1;1 Introduction;148
13.2;2 Literary Texts in the English Language Classroom Between Marginalization and High Hopes;149
13.3;3 Bringing Together English Literature and EFL Learners: An Outline of the Empirical Design and the Literary Text as Tertium Comparationis;151
13.4;4 Interplay of Competences: Presentation of Key Findings by Letting the Students Speak;154
13.4.1;The story of success;157
13.4.2;The story of communicative break-down;158
13.5;5 Conclusion and Open Questions;160
13.6;Works Cited;161
13.6.1;Online sources;162
14;Christine Gardemann: Literary Aesthetics and Classroom Realities: English Teachers' Practices in Hamburg's Secondary Schools;164
14.1;1 Introduction: Of Riddles and Jigsaws;164
14.2;2 Assessing Self-Presentations and Self-Reports;165
14.3;3 ?English' and ?Literature': Teachers as Mediators;168
14.4;4 An Insight Into the LITES 1 Mixed Methods Design;169
14.5;5 The Role of Literature in the Educational Standards and School Curricula;172
14.6;6 LITES 1: First Results;173
14.7;7 Outlook;175
14.8;Works cited;176
15;Laurenz Volkmann: Functions of Literary Texts in the Tradition of German EFL Teaching;180
15.1;1 Functions of Literature – Functions of Literature in Foreign Language Teaching;180
15.2;2 Literature up to ca. 1900: Educational Value vs. Practical Usefulness – An Unbridgeable Gap?;185
15.3;3 Literature up to the 1980s: The Philological Paradigm – Academic Instruction at the School Level;189
15.4;4 The Last Decades: Recent Positions of Literaturdidaktik – On the Defense or Competence-compatible?;202
15.5;Works Cited;205
16;Daniel Xerri: Teachers' Beliefs and Literature Teaching: The Case of Poetry;208
16.1;1 Introduction;208
16.2;2 Teachers and Poetry;209
16.2.1;2.1 Teachers as Poetry Readers;209
16.2.2;2.2 Poetry's Cachet;210
16.2.3;2.3 Teachers as Gatekeepers;212
16.3;3 Why Teach Poetry?;214
16.3.1;3.1 Language-based Model;214
16.3.2;3.2 Personal Growth Model;216
16.4;4 The Study;218
16.4.1;4.1 Definitions of Poetry;219
16.4.2;4.2 Experiencing Poetry;219
16.4.3;4.3 Poetry as a Course Component;221
16.4.4;4.4 Reasons for Teaching Poetry;222
16.4.5;4.5 Poetry Lessons;223
16.4.6;4.6 Analysing Poetry;224
16.4.7;4.7 The Enigma of Poetry;226
16.4.8;4.8 Torturing Poetry;226
16.5;5 Conclusion;227
16.6;Works Cited;228
17;Janice Bland: Radical Children's Literature in English Education: Escaping Disney with Dialogic Fairy Tales;232
17.1;1 Introduction;232
17.2;2 The Savage (David Almond, illus. Dave McKean): A Complex and Powerful Microform;237
17.3;3 Teaching the Significance of Focalisation and Agency with Me and You (Anthony Browne);241
17.4;4 The Rough-Face Girl (Rafe Martin, illus. David Shannon): An Empowered Cinderella;245
17.5;5 Playing Havoc with Metanarratives: I was a Rat! (Philip Pullman);249
17.6;6 Conclusion;254
17.7;Works Cited;255
18;Carola Surkamp: On the History of the Canons of English Literature at German Schools;258
18.1;1 Introduction;258
18.2;2 From the Beginning of Institutionalised Language Teaching to Modern Language Reforms;259
18.3;3 From Culturally Oriented Foreign Language Teaching to the First Years After the Second World War;263
18.4;4 Literary Texts in Communicative and Intercultural Language Teaching;266
18.5;5 The Canon Issue in Times of Competence Orientation;268
18.6;6 Final Considerations;270
18.7;Works Cited;270
19;Thomas Kullmann: Canon Formation in English Literature Studies: A Comparison of Britain and Germany;274
19.1;1 Books Studied and Books Read: Two Lists;274
19.2;2 The Establishment of the English Literature canon in Britain;280
19.3;3 The Establishment of the English Literature canon in Germany;287
19.4;4 Conclusions;291
19.5;Works Cited;294
19.5.1;Main Sources;294
19.5.2;Critical Literature;295
20;Georgia Christinidis: Genre, Canon-Formation, and Bildung: Transformations of a Critical Category;296
20.1;1 Introduction;296
20.2;2 Interiority and the German Sonderweg;298
20.3;3 Feminist Challenges to the Canon: Appropriating Bildung;304
20.4;4 Rethinking Bildung;307
20.5;Works Cited;309
21;Anna Auguscik: Sharing Strains: The Booker Prize and the Institution of Literary Prizes;312
21.1;1 Introduction;312
21.2;2 The Proliferation of Prizes (and of Prize Commentary);313
21.3;3 “Voilà, let me pull a rabbit out of my hat, let's create a literary institution!” The Booker Prize as One of Many Institutions in the Literary Field;317
21.4;4 “It should be criticized but also cherished”: The Booker Prize as (a British) Institution;321
21.5;5 The Institutionalization of Prizes and the Power of Institutions;325
21.6;Works Cited;329
22;Notes on Contributors;332
