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Linking Criticality and Creativity: Engagement With Literary Theory in Middle Grades English Education

Linking Criticality and Creativity: Engagement With Literary Theory in Middle Grades English Education

Jessica Allen Hanssen, Maja Henriette Jensvoll
Copyright: © 2020 |Pages: 27
ISBN13: 9781799827221|ISBN10: 1799827224|EISBN13: 9781799827238
DOI: 10.4018/978-1-7998-2722-1.ch013
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MLA

Hanssen, Jessica Allen, and Maja Henriette Jensvoll. "Linking Criticality and Creativity: Engagement With Literary Theory in Middle Grades English Education." Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, edited by Georgios Neokleous, et al., IGI Global, 2020, pp. 261-287. https://doi.org/10.4018/978-1-7998-2722-1.ch013

APA

Hanssen, J. A. & Jensvoll, M. H. (2020). Linking Criticality and Creativity: Engagement With Literary Theory in Middle Grades English Education. In G. Neokleous, A. Krulatz, & R. Farrelly (Eds.), Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms (pp. 261-287). IGI Global. https://doi.org/10.4018/978-1-7998-2722-1.ch013

Chicago

Hanssen, Jessica Allen, and Maja Henriette Jensvoll. "Linking Criticality and Creativity: Engagement With Literary Theory in Middle Grades English Education." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, edited by Georgios Neokleous, Anna Krulatz, and Raichle Farrelly, 261-287. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2722-1.ch013

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Abstract

This chapter provides specific examples of how current English teaching practices can further engage what can be seen as an interpretative and creative link between comprehension, opinion formation, and language production. Based on awareness of English Language Teaching (ELT) trends in Nordic textbooks and national curricula, with particular respect to curricular developments and trends in Norway and in other Nordic countries, the authors propose specific changes to the subject contents of English education to better prepare future teachers for the exciting prospects of integrating multiliteracy in their lessons through a new emphasis on criticality. To this effect, this chapter provides a new practical model that can help streamline the sprawling interdisciplinarity of critical theory into a manageable and readily applicable context for working with literature during English lessons.

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