Abstract
This chapter sets out specific principles for literature in foreign language didactics, specifically, in Higher Education. Three related areas are combined: didactics, literature, and language. The state of the art is presented from the General Didactics to the Foreign Language Didactics. Then, research turns to the scope of EHEA. The objectives of this chapter are mainly two. On the hand, it analyses the evolution in the state of the art of literature in foreign language didactics, and, on the other, it compiles principles to create a working method that brings students closer to their future profession and prepares them as competent professionals.
TopIntroduction
First, we analyse how Foreign Language Literature has been taught and how it affects teaching patterns. The paramount takes us to approach General Didactics, Literature Didactics, and Foreign Literature Didactics in university teaching. The differentiation between research and teaching, teacher´s training process, education in strategies and values, and ontological views are seen. Teaching improvements advocated by institutions are analysed. Bologna guidelines and upgrading prosperity proposals for Spanish universities also have a place here. Objectives are mainly two. On the hand, it analyses the evolution in the state of the art of Foreign Literature Didactics; and, on the other, it compiles principles to create a working method that brings students closer to their future profession and prepares them as competent professionals.
Key Terms in this Chapter
Foundation School: Infant school.
Bologna Process: A process of renewal in European universities.
Recreation: The creation of an experience again.
EHEA: European higher education area.
Curriculum: A set of didactic guidelines, resources and assessment criteria.
Schemata: An underlying pattern.