Presentación del tema: "Target-Language Short Stories as Global Language Contexts for Practicing Critical Thinking and Mission-Related Skills LEARN CONFERENCE San Antonio,"— Transcripción de la presentación:
1 Target-Language Short Stories as Global Language Contexts for Practicing Critical Thinking and Mission-Related SkillsLEARN CONFERENCESan Antonio, August 2010Presented by: Rilda L. Baker, Ph.D., Contractor, and Selene Barba (DLIFLC-LTD)
2 Richard J. Heuer, Jr. Psychology of Intelligence Analysis , p.1 Intelligence analysis is fundamentally a mental process, but understanding this process is hindered by the lack of conscious awareness of the workings of our own minds.Richard J. Heuer, Jr. Psychology of Intelligence Analysis , p.1
3 We tend to perceive what we expect to perceive. Cited by Richard J. Heuer, Jr. Psychology of Intelligence Analysis , p.8
4 For students whose recent training stresses precise, structured and explicit analysis, the inferential and expressive freedom of fiction can be disorientingAlexander Scherr and Hillary Farber, Popular Culture as a Lens on Legal Professionalism (2003), 55 S.C.L. Rev. 351.
5 Under the pressure of literary devices, ordinary language is intensified, condensed, twisted, telescoped, drawn out and turned on its head.Terry Eagleton, Literary Theory, 2nd ed. (Oxford: Blackwell Publishers, 1996), p. 3. Cited in Clarissa Lee Ai Ling, “The Author, the Text, and the Reader,” Downloaded July 26, 2010.
6 MUCHOS AÑOS DESPUÉS, frente. al pelotón de fusilamiento, el MUCHOS AÑOS DESPUÉS, frente al pelotón de fusilamiento, el coronel Aureliano Buendíahabía de recordaraquella tarde remotaen que su padre lo llevóa conocer el hielo.Gabriel García Márquez, Cien años de soledad (Madrid, Real Academia Española, 2007), p. 9.
7 Intelligence is deemed essential to practical problem- solving; it "seeks to grasp, manipulate, re-order, adjust...[it] will seize the immediate meaning in a situation and evaluate it." Whereas intellect "is the critical, creative, and contemplative side of mind...[it] evaluates evaluations, and looks for the meaning of situations as a whole." [Emphasis mine]Ariel Gonzalez (Miami Herald) quoting Richard Hofstadter's Anti-Intellectualism in American Life (1964), in Huffington Post, July 2, 2009.
8 HOW WE WERE PROBABLY TAUGHT TO DEAL WITH LITERARY TEXTS EXPLICACIÓN DE TEXTOTEXTUAL EXPLICATION1. Lectura atenta del texto 2. Localización del texto 3. Determinación del tema del fragmento del texto 4. Determinación de la estructura 5. Análisis de la forma del fragmentopartiendo del tema 6. ConclusiónHOW WE WERE PROBABLY TAUGHTTO DEAL WITH LITERARY TEXTSFernando Lázaro Carreter y Evaristo Correa Calderón, Cómo se comenta un texto,18a ed. rev. y ampliada, (Cátedra, 2006)
9 Copyright 1988 by Billy Collins. All rights reserved. Introduction to Poetry Billy Collins I ask them to take a poem and hold it up to the light like a color slide or press an ear against its hive. I say drop a mouse into a poem and watch him probe his way out, or walk inside the poem's room and feel the walls for a light switch. I want them to waterski across the surface of a poem waving at the author's name on the shore. But all they want to do is tie the poem to a chair with rope and torture a confession out of it. They begin beating it with a hose to find out what it really means.Copyright 1988 by Billy Collins. All rights reserved.
10 Downloaded from www.logos.com.mx July 26, 2010.
11 CRITICAL READING, not TEXTUAL EXPLICATION A text does not contain a meaning. Readers construct meaning by what they take the words to mean and how they process sentences to find meaning.Downloaded from July 26, 2010.
12 MUCHOS AÑOS DESPUÉS, frente. al pelotón de fusilamiento, el MUCHOS AÑOS DESPUÉS, frente al pelotón de fusilamiento, el coronel Aureliano Buendíahabía de recordaraquella tarde remotaen que su padre lo llevóa conocer el hielo.Gabriel García Márquez, Cien años de soledad (Madrid, Real Academia Española, 2007), p. 9.
13 TO “CONSTRUCT” MEANING ● Readers draw on their knowledge of the language and of conventions of social communication, knowledge of the author, the setting in time and space, and the audience “Ice would have been rarely seen in tropical climates before refrigeration.” “No one knew such things then.” “Such a proud person would never say that in public.” ● Readers infer unstated meanings based on social conventions, shared knowledge, shared experience, or shared values. ● Readers make sense of remarks by recognizing implications and drawing conclusions.Downloaded from July 26, 2010.
14 (A Aureliano) no se le había ocurrido pensar hasta entonces que la literaturafuera el mejor juguete que se había inventado para burlarse de la gente….Gabriel García Márquez, Cien años de soledad (Madrid, Real Academia Española, 2007), p. 440.
15 “Una palabra enorme,” from Primavera con una esquina rota Mario Benedetti (Uruguay, )“Libertad es una palabra enorme ”
16 “La noche boca arriba,” from Final del juego (1956) Julio Cortázar (Argentina, )“Como sueño era curioso...”“la mentira infinita de ese sueño...”