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Practical Problems and Solutions for Teacher ‘Re‐Preparation’ for Interdisciplinary Foreign Language and Literature Courses *
Author(s) -
Lewis Paula Gilbert
Publication year - 1978
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1978.tb00044.x
Subject(s) - context (archaeology) , preference , mathematics education , foreign language , psychology , teaching method , pedagogy , paleontology , economics , biology , microeconomics
The preference of many college students for interdisciplinary studies creates problems for faculty members who, trained in traditional methods of teaching and specializations, have to undertake additional study, relearn material, and reorient their attitudes about the teaching of specific fields. Initially, an interdisciplinary approach can be achieved within the framework of a traditional course by using texts from related disciplines and providing socio‐historical context for the literary text. Faculty members within an individual department can also combine their expertise to team‐teach courses in comparative literature. Another solution involves developing a program of studies that combines courses or uses faculty from various departments. Finally, the individual teacher with a commitment to interdisciplinary methods can develop a new course, using literature, for example, to understand social images and trends.