The Unheard Voices: A Reader Model for Students

For over 20 years studies in literary theory, linguistics, and semiotics have been contributing with models which describe the role of readers and how they construct the meaning of a literary text. Most of these studies, however, assume an ideal figure who may not necessarily correspond to classroom reality. In this paper I propose a framework which offers a more democratic setting. Cognitively, the model is in line with studies which regard learning as a process of development and adjustment. Linguistically, it accommodates different levels of language proficiency. Culturally, it stresses that the concept of sharedness depends on social praxis. Based on the theoretical assumptions brought about by developments in Language Awareness, I discuss the teacher’s role in this setting and propose Literary Awareness as an initial programme by means of which students become sensitised to the construction of verbal art. My final point is that through the perception and manipulation of linguistic patterns in different texts, students are in a better position to produce justifiable interpretations.