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This biography represents a nuanced account of Edith Rickert’s life—and inner life. It follows Rickert’s own writing and draws attention to her life as a writer. Rickert has been long remembered as a medievalist, but she also contributed to American scholarship, pedagogy, and codicology. Born into a family of very modest means in Canal Dover, Ohio, she numbered among the University of Chicago’s earliest doctoral students (1895-1899) and was among the first eight women to reach the top of that University's professorial ladder. She prepared what remains the definitive edition of the medieval romance Emaré. She documented aspects of the medieval, as well as Chaucer’s life, with a historian’s accuracy and a novelist’s insight. In the Ladies Home Journal she wrote on women's issues that remain pressing today. With University of Chicago professor John Matthews Manly (1865-1940), she prepared numerous readers and textbooks, including several that helped put contemporary British and American literature on the academic map. Again in collaboration with Manly, she was responsible for what has been described as “perhaps the most important of the MI-8 solutions” during World War I,as well as the eight-volume edition of Chaucer's Canterbury Tales (1940). Rickert also published short stories, novels, poems, and essays. As this biography shows, Rickert's achievement as a writer was equal to her work as a literary critic. Christina von Nolcken is Associate Professor Emerita at the University of Chicago, USA.

Women authors --- Rickert, Edith, --- Literature --- Literature, Medieval. --- Education in literature. --- Literary Criticism. --- Medieval Literature. --- Literature and Pedagogy. --- History and criticism.

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“This book fills the gap in the market to use literature for language teaching as it offers a rich source of references to all the main genres of literature and a great variety of creative and inspiring activities to understand and analyze these texts and improve learners' language skills.” -Prof. Dr. Nazife Aydınoğlu, Final University, Girne, North Cyprus “This insightful book seamlessly integrates language learning with literature, offering a dynamic L3 approach. With practical strategies and inspiring examples, it empowers teachers to create engaging language lessons that captivate students while fostering a deep appreciation for literature. I wholeheartedly support this book.” -Prof. Dr. Vinaya Kumari, Amity University, India “Being a teacher trainer/ educator for a long time, I always had worries about how to train teacher candidates on the integration of literature in their future classes. With this book now I feel more confident on the issue.“ -Prof. Dr. Birsen Tütüniş, Istanbul Kultur University, Turkey This accessibly-written textbook uses the intrinsic appeal of a story to engage students with language, and provides teachers with the background knowledge and the skills to use literature to construct lessons for their classes which integrate all four skills plus language awareness in an enjoyable way. Although a number of books and studies have examined the value of using literature to learn language, literature remains under-represented as a language learning resource. The author argues that the accumulated body of literature represents a bottomless pit of potential material, just waiting to be recognised and enjoyed. From a teacher’s point of view, a lesson based on a literary work can provide an integrated approach to language development which few other approaches can match. A piece of literature can be used to develop all four skills, both receptive and productive (reading, writing, listening speaking) as well as production skills and language awareness. This book will be an essential resource for pre-service and in-service teachers, teacher trainers, students and scholars of Applied Linguistics, Language Education, TESOL and related subjects. Carol Griffiths is Professor of ELT at Girne American University in North Cyprus.Her major areas of research interest include individual differences, teacher education and support, English as a medium of instruction, English as a lingua franca, action research, and using literature to teach language. .

Language and languages --- Linguistics --- Education in literature. --- Language Teaching and Learning. --- Language Education. --- Research Methods in Language and Linguistics. --- Literature and Pedagogy. --- Study and teaching. --- Methodology.

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This book identifies and explores the consistent link between negative depictions of education in novels and claims for the educative effects of reading them. The novel and education are both phenomena that rely fundamentally on development over time: the former in plot and character, and the latter in individual potential. Despite this basic parallel, these forms of development are at odds in many works of fiction that treat education as constrictive and even traumatic to the individual, rather than healthy and formative. Novel Schooling identifies a pervasive pattern in novels from the 19th to 21st centuries: writers ranging from Charles Dickens and D.H. Lawrence to Zadie Smith reject conventional modes of education and propose their own models for shaping the sensibilities of their characters and readers. These works critique institutional education as a point of departure to position reading fiction as a superior form of individual development. Using the new ethics and reader-response theory, this work traces the treatment of education in and through the novel, concluding with fresh assertions of the value of literature in a digital, market-driven world. Bridget Chalk is Professor of English at Manhattan College, USA, where she teaches modernism and twentieth and twenty-first-century British and Anglophone literature. Novel Schooling is her second scholarly monograph; her previous book, Modernism and Mobility: The Passport and Cosmopolitan Experience (2014) was published by Palgrave Macmillan. Bridget has also published essays on modern and contemporary fiction in Modernism/Modernity, The Journal of Modern Literature, Twentieth-Century Literature, and elsewhere, as well as having contributed a chapter to The Cambridge Companion to British Fiction, 1980-the present (2019).

Fiction. --- Literature, Modern --- Education. --- Education in literature. --- Fiction Literature. --- Nineteenth-Century Literature. --- Twentieth-Century Literature. --- Literature and Pedagogy. --- 19th century. --- 20th century.

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This volume explores the importance of inter-generational oral culture and stories that transcend time, space, and boundaries transmitted historically from one generation to the next through proverbs, idioms, and folklore tales in different geographical and spatial contexts. These important stories and their embedded life lessons are introduced, explained, and supplemented with pre and post educational activities and lesson plans to be used as learning resources. The centering of orality as a tool and medium for educating the future generation is a reclamation and reaffirmation of Indigeneity, Indigenous knowledges. and non-hegemonic approaches to support students in a socio-culturally sustaining manner. Through this understanding, this book explores the interconnectedness between culture, traditions, language, and way of life through oral storytelling, sharing, and listening. .

Teaching. --- Education in literature. --- Prose literature. --- Indigenous peoples—Religion. --- Pedagogy. --- Literature and Pedagogy. --- Literary Didactics. --- Narrative Text and Prose. --- Indigenous Religion. --- Literature --- Schools in literature --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Folklore and education. --- Education and folklore --- Folk-lore and education --- Folklore --- Educació

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This book probes the complex relationship between memory and storytelling in contemporary literature. It not only examines how memory is constantly made and remade through words and stories but also explores how literary practices and imagination are shaping new concepts of memory in the 21st century. By analyzing the selected novels – Penelope Lively’s The Photograph, Tom McCarthy’s Remainder, Julian Barnes’ The Sense of an Ending and The Only Story, Kazuo Ishiguro’s Never Let Me Go, and Felicia Yap’s Yesterday – this book explores the dynamic interplay of remembering and forgetting, and redefines the relationship between fiction and memory in the 21st century. Chia-Chieh Mavis Tseng is the director and associate professor in the Language Center at Taipei Medical University. She received her Ph.D. in Comparative Literature at Rutgers, The State University of New Jersey. Her publications have addressed memory studies, film studies, visual culture, urban modernity, Amy Levy, Kate Chopin, Virginia Woolf, Kazuo Ishiguro, Walter Benjamin, and Jacques Tati’s works. Her several research projects (2017-2023), funded by the National Science and Technology Council in Taiwan, R.O.C., focus on representations of memory in contemporary novels and films.

Literature, Modern—20th century. --- Literature, Modern—21st century. --- Collective memory. --- Education in literature. --- Fiction. --- Contemporary Literature. --- Memory Studies. --- Literature and Pedagogy. --- Fiction Literature. --- Fiction --- Metafiction --- Novellas (Short novels) --- Novels --- Stories --- Literature --- Novelists --- Collective remembrance --- Common memory --- Cultural memory --- Emblematic memory --- Historical memory --- National memory --- Public memory --- Social memory --- Memory --- Social psychology --- Group identity --- National characteristics --- Schools in literature --- Philosophy