The role of literature and culture in the classroom. (Editorial).

The role of literature and culture in the classroom is undergoing a dramatic evolution in light of the developments of the twenty-first century. The changes brought about by the global economy and the precipitous growth of technology have transformed the role of literature and culture for today's world. Literature is no longer seen as an isolated discipline worthy of the humanists alone; culture is no longer seen as an all-inclusive phenomenon. As a result, educators and scholars alike must reevaluate the ways we think of literature and culture. These include, but are not limited to, the ways they are taught, their influence on other disciplines, their holistic appeal, their broadening scope, and their overall imprint on how we view ourselves and others.

Literature and culture are not exclusive to each other, but rather an integrated portal to the mores of societies past and present. For example, one of this issue's featured articles, "Henry V, the Gulf War, and Cultural Materialism," uses literature as an insight to modern events and brings the lessons of history into the modern age.

One can argue that literature is often the conveyer of culture, in terms of content, politics, pedagogy, perspective, recount, and language. Simply by reading or translating literature, one inevitably learns about culture. However, the role of literature in the communicative foreign and second language classroom has been questioned in recent years in light of an increased emphasis on listening and speaking skills. In addition, students have been expected to complete a regimented curriculum of composition, conversation, and grammar courses before being deemed "ready" for the literature classroom. However, recent views see that literature can actually be used to enhance the modern language classroom, as illustrated in "Literature in the Modern Language Syllabus." The proliferation of computer technologies has even further enhanced the opportunities to integrate language and culture.

Indeed, thanks in part to the digital age, student populations are more diverse than ever before, resulting in the varied teaching practices, as in "Icon Poetry: Literature for the Non-Literate," and learning strategies geared toward special and gifted education groups. Also, the presence of diverse populations enriches our classrooms and promotes dialogue on subjects ranging from international teaching styles to larger issues of race, class, and gender and the educational environment.

As this issue of Academic Exchange Quarterly demonstrates, the integration of culture and literature into the consciousness of research and scholarship can only serve to enrich our understanding of others and ourselves.

Dr. Rebecca L. Chism
Assistant Professor of Foreign Language
Pedagogy at Kent State University, OH