Meta Grosman Boeken

Challenging the traditional assumption that native speakers set the standard for teaching English, this book explores the nuances of teaching English as a foreign language. It highlights the distinction between teaching English to foreigners and the broader implications of foreignness in language acquisition. The author emphasizes the need for program design that accommodates various cultural and linguistic backgrounds, advocating for a more inclusive approach to language education that reflects the diverse experiences of learners.

What happens to American literary texts when they are read by non-American readers? The rise of cross-cultural reception studies has made this a significant question, and the present volume provides a rich set of answers. The essays also make clear cross-cultural readings are not to be regarded as less appropriate than American readings. They are simply readings driven by different pragmatic situations, involving readers with different expectations and first-hand knowledge of different realities. By exploring a variety of cultural reading experiences, this book lays a useful groundwork for teachers and scholars interested in the cross-cultural transmission of literary texts, especially American teachers abroad who wish to understand their students' responses.