The Inductive Approach in the Didactics of Foreign Language Literature in Higher Education

Background

The proposal is to be implemented within a block called Literature in English Language that is subdivided into two, English Literature and American Literature. The main objective is to get deep knowledge of the classical texts of English Literature of the eighteenth and nineteenth centuries. Especially outstanding is the stage of the eighteenth and nineteenth centuries, when poetry and novel reach and exemplify universal models of creation. This methodological paradigm is based on an inductive analysis. In this sense, a teacher’s job is to present students’ tasks letting them draw appropriate conclusions about characteristics which best serve to define texts analysed. This method requires a plan based on recognition of literary conventions and cultural traditions different from students´ ones. In order to do so, we must contemplate four main points: (a) simple texts at linguistic and thematic levels, (b) conventions which guide students in literature period recognition, (c) exercises designed to make students conscious of foreign literary tradition, (d) students aware of knowledge acquired through previous exercises, and their ability to apply it. With this formal study in mind, a catalogue of activities is offered. Sessions will be developed in big group theoretical sessions and complemented by those held in small groups, practicals. Activities will be based on works by three representative nineteenth-century texts: Emma, by Austen; The Moonstone, by Collins; and Hard Times, by Dickens. Work dynamics include virtual and face-to-face activities guided by a heuristic and holistic learning. The first step would be a pre-reading exercise, which would help students in the development of subsequent activities. The first phase covers three blocks: the first devoted to characterization; the second to narrator’s voice, and the third and final block to traits and re-writing aspects. Next phase would be exercises completion by which students express experience as reader-critics. The first of these exercises is a comparative commentary. They should then be able to identify texts in the future according to linguistic and literary traits. Finally, students should be conscious, on the one hand, of the acquisition and development of literary skills, and on the other, of the potential to realize that knowledge. This is achieved when students are able to recognize each literature period using the knowledge acquired in the previous familiarization process. This proposal would mean teaching future prospective teachers of English literature and the way to teach. In conclusion, they will become competent professionals since they will be able to communicate not only contents but also procedures and values.