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Murder in Byzantium (review)

Murder in Byzantium (review) literacies are presented for each stage of a holistic undergraduate program. e Th y are further described in chapter 4, “A Template for Beginning- and Intermediate- Learner Tasks: e Th Text Matrix for Staging Genre Reading,” and chapter 5, “A Tem - plate for Advanced-Learner Tasks: Staging Genre Reading and Cultural Literacy through the Précis.” e Th last two chapters demonstrate how to incorporate tex - tual and cultural studies once “genres” are reden fi ed as “texts for communication” (chapter 6, “From Reading to Reading Literature”); and once the cultural studies are linked “to a solid notion of cultural literacy” (chapter ,7 “From Multiple Litera - cies to Cultural Studies: Constructing a Framework for Learning Culture”). e Th stakes of this curricular reform are spelled out in a coda: “Departments of FL can ill ao ff rd indie ff rence to their own needs and ultimately to their future role in higher education” (13). 9 Remapping the Foreign Language Curric u can lu be om f great interest only to If those who share the authors’ concerns about the future of FL language studies in the United States, it also provides any FL department undergoing curricular reform with http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Comparatist University of North Carolina Press

Murder in Byzantium (review)

Le Hir, Marie-Pierre.
The Comparatist , Volume 31 – May 29, 2007
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Publisher
University of North Carolina Press
Copyright
Copyright © 2007 the Southern Comparative Literature Association.
ISSN
1559-0887

Abstract

literacies are presented for each stage of a holistic undergraduate program. e Th y are further described in chapter 4, “A Template for Beginning- and Intermediate- Learner Tasks: e Th Text Matrix for Staging Genre Reading,” and chapter 5, “A Tem - plate for Advanced-Learner Tasks: Staging Genre Reading and Cultural Literacy through the Précis.” e Th last two chapters demonstrate how to incorporate tex - tual and cultural studies once “genres” are reden fi ed as “texts for communication” (chapter 6, “From Reading to Reading Literature”); and once the cultural studies are linked “to a solid notion of cultural literacy” (chapter ,7 “From Multiple Litera - cies to Cultural Studies: Constructing a Framework for Learning Culture”). e Th stakes of this curricular reform are spelled out in a coda: “Departments of FL can ill ao ff rd indie ff rence to their own needs and ultimately to their future role in higher education” (13). 9 Remapping the Foreign Language Curric u can lu be om f great interest only to If those who share the authors’ concerns about the future of FL language studies in the United States, it also provides any FL department undergoing curricular reform with

Journal

The Comparatist – University of North Carolina Press

Published: May 29, 2007

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