This article expresses the need in foreign language instruction to narrow the gap between the study of literature and language studies. It suggests presenting literature not only in the written form, but by means of other semiotic systems. The literature specifically dealt with is that of the song-poem. (CLK)

This article outlines a method for teaching French literature to high school students, specifically using "L'Etranger" by Camus. The method has three basic components: an introductory study of selected excerpts, reading and discussion of the entire novel, and preparation and correction of an essay. (CLK)

In a college-level introductory French literature course, one teacher uses a highly structured curriculum of lecture, class discussion, written assignments, improvisation, and dramatic performance. This approach encourages students to practice all language skills while learning to become independent critical readers and interpret literary works as…

Proposes the use of literary texts in the intermediate-level college second language course as a means of discovering tools for decoding and interpretation that will be useful to other language tasks. An approach to the introduction of texts includes preparatory exercises, discussion, and written analysis. (MSE)

A discussion of the value and feasibility of teaching literature in the high school French class draws on the opinions of French teachers attending a regional institute and a survey of public high school French teachers in North Carolina. (MSE)

Teaching techniques and small-group activities to give French language students the tools and skills to begin French literature study are discussed. Variety in course content, approach to texts, and techniques that promote active participation and enthusiasm help students acquire skills in literary analysis in a foreign language. (MSE)