An American short story course: an attempt at integrating content and language learning

Abstract

Teaching literature in a foreign language at university level brings multiple challenges connected with the level of students’ general knowledge, expertise in literary theory or literary analysis as well as their language skills. Having the above-mentioned ideas in mind, the author of the study attempted to research into and employ alternative approaches and methods in order to diversify literature classes and adapt them to the needs of today’s students, also the struggling ones. Literature classes seem to provide almost perfect CLIL setting, where literary theory and literary analysis can be naturally combined with language analysis and learning. Thus, the following paper describes American Short Story classes that were conducted from CLIL perspective and seeks to inquire into the issue of integrating literature reading with writing skills. Numerous advantages suggest that content and language learning might be beneficial for students giving them an opportunity to develop their knowledge of and sensitivity to cultural as well as linguistic issues, additionally enhancing their independence and confidence in the learning process.