Résumé It is eight years ago when a new system of curriculum documents was approved and when teachers were given opportunity of their own choice in lesson planning and lesson management. Unfortunately, this change in approach to education cannot be seen in all teachers. In lessons, there is still a method of work with texts when a teacher requires only one particular respond to his question "What did the author want to express in the text?" and it is the respond he personally thinks is correct. In that case pupils are not motivated suitably to think about the text and to discuss it. They are impoverished in more intensive experiences from the text and they also miss follow-up activities which might encourage their interest in the work, the author and reading generally. Due to these reasons projects presented in this thesis aroused. This work offers to teachers from basic schools in Liberec area ready-made projects which relate thematically to Liberec region because authors of the texts act in this region. All the projects contain methodology instructions, which means a summarizing table (time requirement of activities, aids, methods), a step-by-step procedure instruction, texts to be worked with and also ready- made worksheets. Authors and texts are chosen in a way that pupils can be introduced to a variety...

The diploma thesis Film adaptations of literary works in the teaching of literature in high school deals with the comparison of film and literature as types of art, the analysis of film and the process of adaptation of a literary work into a film form. It's aim is to propose teaching activities related to the short story and the film Closely Watched Trains for the use of film adaptations in teaching literature. The design of activities proceeds from the setting of the goal. In teaching it is possible to focus on the use of the motivational potential of film for students, on the comparison of the original literary work and its film adaptation, on the adaptation process itself, the use of film to convey theoretical knowledge or cultural and historical context of formation of the work.

Denna studies syfte är att analysera tre bokförlags lärarhandledningar till skönlitterära verk, med anpassning till årskurs 1–3, utifrån ett läs- och litteraturundervisningsperspektiv. Studiens material består av tre utvalda lärarhandledningar som samlats in från tre olika bokförlag. Ett analysverktyg baserat på studiens teori har använts för att granska materialet i syfte att undersöka på vilket sätt lärarhandledningarna förespråkar att skönlitteraturen ska användas, och vilken reflekterande nivå eleverna kan nå i arbetet med skönlitteraturennär lärare använder lärarhandledningar. Vidare undersöks hur förhållandet ser ut mellan läs- och litteraturundervisning i lärarhandledningarna och hur de förhåller sig till läroplanen och särskilt till svenskämnets syftesbeskrivning. Studiens teori grundar sig i Langers litterära föreställningsvärldar som beskriver läsarens sätt att uppleva och förstå ett verk som en process vari läsaren går igenom fem olika faser. Studien grundar sig även i Rosenblatts teori om litteraturläsning och framförallt utifrån begreppen efferent och estetisk läsning. Resultatet som framkommer visar att läsundervisning förespråkas i lärarhandledningarna och att det beror på att materialet består av en betydande del läsförståelsefrågor. Studiens resultat visar även en problematik med användningen av lärarhandledningar om läraren likställer läs- och litteraturundervisning eller är omedveten om dess olika innebörder. En av slutsatserna i denna studie är att lärare bör läsa skönlitteraturen till lärarhandledningarna, för att kunna förhålla sig kritisk till materialets innehåll och således även låta lärarhandledningarna förbli ett stöd och inte vara något som läraren är bunden till i brist på kunskap om det skönlitterära verket.

While many high school English instructors in the United States teach world literature in translation, few of them explicitly present the literature as translated. High school English students would benefit from learning more about the linguistic origins of the world literature they read. This awareness would increase student understanding of the source culture and benefit their language skills. Various translation theorists have suggested methods to teach translational awareness, but few have offered advice on the type of translation to select. In my research, I examined the question of whether students would derive more cultural knowledge, and specifically language-related knowledge, by reading domesticated or foreignized translations. To explore this question, I created two different English translations of the same French literary texts and presented them to several classes of U.S. American high school students. One translation (Version A) was intended to be a domesticated version and the other (Version B) was deliberately foreignized. Classes read two versions of either Anna Gavalda’s short story “Happy Meal” or of a selection from Joseph Zobel’s novel La Rue Cases-Nègres. Following the reading, they completed a series of multiple-choice and free-response questions. Responses to the readings indicated that students found the foreignized translations more “sophisticated” but did not consistently demonstrate a greater cultural understanding as a result. The results failed to prove one translation method more effective than the other, but they did suggest limitations to Lawrence Venuti’s foreignization approach.

This licentiate thesis, When emotions are allowed to rule, a study on reading literature in a multicultural classroom in upper secondary school, attempts from a didactic perspective to understand literature reading in the school subject Swedish in the light of a multicultural and changing society. From a socio-cultural perspective, the study illustrates the teacher's choice of literature, the teacher's and the students' attitudes to literature, and the ways of reading that are being negotiated in the common reading and what opportunities for understanding and meaning making that are made available. The analyses are based on reception theories and have an underlying intercultural perspective. The study has been conducted in a class represented by students with many different mother tongues in the school subject Swedish during the first year at the natural science programme at an upper secondary school. The main methods are recordings of literature discussions, which have been documented by video and digital voice recorder, qualitative interviews with students and teacher, log books, and the students' novel reading logs. The empirical material is presented in two chapters. The first chapter, The conditions of the reading, focuses on the teacher's and the students' attitudes to literature and literature reading while the second chapter, The actual reading, brings forward the ways of reading that are being negotiated in the common reading of two novels in the class. The results show that there are several factors that are of importance to the understanding and the meaning making that are made possible in the teaching of literature. The students speak about experience oriented attitudes focusing on life experiences and cultural meetings. This differs from the teacher's attitude which is focused on providing the students with language skills and literary history education. The study shows how the reading of the novel Herakles (Kallifatides 2006) results in ethic ways of reading and a rejection of the text while the reading of the optional novel leads to a subjective reading and a common interpretation from ways of reading of enjoyment. The study discusses the importance of safeguarding the students' knowledge, experiences, and emotions and of making explicit their different ways of reading as well as the different readings of the teaching. Discussed further is the need for a teaching that catches and challenges the students' general and literary repertoires from various perspectives in order to provide context and contribute to an active meaning making. The study suggests a caring way of reading, which is characterised by interpretive communities focused on openness to the foreign and different view and a reading that strives towards a cognitive, moral, and emotional understanding.