Teaching Literary Reading for Transfer: Hugging and Bridging Designed

Jingjing FU, Xin ZHANG


As researchers are looking for different strategies to reform on a straightforwardly presented instruction in the English literature classroom, the specific ends of teaching literature for transfer are sometimes neglected. That does not mean transfer is not valid in a literature course, but teachers should design a course persistently and systematically enough to foster transfer. This study revisits the hugging-bridging framework to explore the instructor methods in a literary reading course and suggests creative writing as a hub of teaching transfer. Main focus would be given to the design of hugging in class reading instruction and bridging in transferable task of writing. Though effective transfer is decided by students’ familiarity with the knowledge and proficiency in using certain knowledge, learning for transfer could be conducive to shaping a routine problem- minded concept for learners.


Literary reading course; Teaching for transfer; Hugging; bridging

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DOI: http://dx.doi.org/10.3968/11642


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