An Interdisciplinary and Empirical View of Literary Education: Using Original and Translated Poetry in the Classroom

Chesnokova, Anna and Zyngier, Sonia (2020) An Interdisciplinary and Empirical View of Literary Education: Using Original and Translated Poetry in the Classroom Колективна (три і більше авторів). Pedagogical Approaches to Intercultural Competence Development: monograph. Cambridge Scholars Publishing, Newcastle upon Tyne, UK.

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Historically, literary research has prioritized hermeneutic interpretations over empirical approaches. Despite a few efforts to examine real readers’ emotional responses (e.g., Fialho, Miall, and Zyngier 2012; Zhang and Lauer 2015; Hakemulder et al. 2016; Miall and Chard 2016), investigations in the area of literary education have privileged theoretical discussions rather than looking at student-readers’ reactions. The chapter argues that, besides examining students’ reactions, cultural differences also come into play when reading in a foreign language, so they must be taken into account. Based on empirical evidence derived from a large-scale project involving three national groups – Brazil, Ukraine and the US – and four languages – English, Portuguese, Russian and Ukrainian (Chesnokova et al. 2009; Chesnokova et al. 2017), in this chapter we report briefly the results of how 995 participants (all university students of the Humanities from both private and public sectors in urban areas) responded to poems by Poe in the source text or in translation into their native languages. The participants from Kiev and Rio de Janeiro learned English as a foreign language. The North American respondents were undergraduate students from Portland, Oregon, majoring in English, History and the Humanities. We argue that the differences that surged in these studies cannot be overlooked especially when decisions are taken on what language the texts used in the classroom will be made available to the students. From a pedagogical perspective, this chapter aims at casting light on the intercultural implications involved when reading literary texts in original and translated versions and offers active learning strategies that may promote collaborative interactions in courses where literary interpretations are considered. It is true that when properly contextualized and discussed, texts from different countries, even when translated, may help students become more sensitized to cultural differences. In this paper, we present empirical data that enable us to state that, instead of following a traditional hermeneutic approach or discussing facts that a wide variety of texts may offer, the perception of how language works in translated texts may promote insights from other peoples and other world views.

Item Type: Monograph (Колективна (три і більше авторів))
Uncontrolled Keywords: Teaching literature; poetry; translation.
Subjects: Монографії > Видані за кордоном (окрім країн СНД)
Divisions: Інститути > Інститут філології > Кафедра англійської філології та перекладу
Depositing User: Анна Вадимовна Чеснокова
Date Deposited: 13 Aug 2020 07:07
Last Modified: 15 Oct 2020 10:21

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