Exploring Literature in Language Teaching

Use of Literature in Language
Teaching
1.
What is literature?
2.
What is literary language?
3.  Do you think literary works are good resources
for language teaching? Why/ Why not?
4.  What are approaches of the study of literature in
the language classroom?
5.  What are the criteria for selecting literary
materials to teach in the classroom?
Introduction
According to Hirsch  (1978), literature includes
any text which is worthy to be taught to
students (p. 34).
What is literature?
Literature is composed of literary works in a
language by which a community defines
themselves.
Self-defining activity.
Those literary works are defined as artistic and
aesthetic. (McFadden, 1978, p. 56).
What is literary language?
There are distinctive features in literary texts
because of the language used in these texts.
Therefore, it is generally demanding to explain
an argument in the literary texts.
The study of literature involves an approach to
texts as cultural artifacts.
Use of literature as a linguistic resource
The study of literature also includes :
   “Metalanguage” (
meaning in varied areas
to talk about language, images, text
s)
   Critical concepts knowledge of
conventions.
Using literary texts as a source for
language teaching
Three major benefits of using literary texts in
the language classroom:
  
specific communicative goals
 an ideal resource for integrating the four
skills
 cross-cultural awareness  (McKay, 2001).
Why do we use literary texts in the
language classroom?
As to Lazar (1993), benefits of using literary texts
in the language classroom are listed as follows:
 
 
Motivating
  Authentic material
  Educational value
   Syllabi
Cultural value
Stimulus for language acquisition
Fun
Highly valued/ high status
Language awareness
Motivating to talk about opinions/ feelings
Sample course objectives for reading
literature
As to Campbell (2007), the objectives are listed
as follows:
Students will develop a variety of reading
strategies.
 They will identify the literary terms and study
how these terms contribute to their writing skill.
 They will develop skills 
 
to analyze literary texts.
Students will develop discussion skills.
Students will discover connections with the
literature they read.
text to self
text to text
text to world
Students will understand  the role of literature
which provides insights into the culture of
target language.
For instance:
    
A play
 which 
allows language learners to participate
in the new cultur
e 
help
s
 them develop sensitivity as
to how speakers of the target language interact with
each other. (Stern, 1980, p. 209)
Approaches to study of literature
 1 .
The 
Cultural Model:
  language as a cultural artifact
  study of literary text  from social,  political,
literary and historical perspective
(Carter&Long, 1991).
2. The Language Model:
  contextualized linguistic features
 (
systematic
practice)
  regardless of  literary quality of  text  or
reader-text interaction
 (Carter & Long, 1991).
3. 
The Personal Growth Model:
  language learning and cultural awareness
  personal development
  focus is on learner’s interaction with the text
and learner’s feelings /ideas/opinions
  (Carter
& Long, 1991).
Approaches to study of literature while
teaching English
1)
Language Based Approach:
 study of language of literary text
 detailed analysis of literary text  to
improve interpretation skills
 knowledge of grammatical, lexical/
discoursal categories
 literary texts regarded as great sources
for language activities
a wide range of styles and registers
(Lazar, 1993
).
 
Open to multiple interpretations along with
the classroom discussions
Focus on interesting topic
 (Lazar, 1993).
 
One 
of the 
Possible negative aspects of this
approach is:
    If the analysis of the text is made in purely
linguistic terms, this approach to study of
literature becomes mechanic
 (Lazar, 1993).
2. Literature as 
c
ontent
Literature is the content of the course
Focus is on such areas as:
   history  and characteristics of the
literary  movements or periods
   social, political, and historical
background  to a text.
  literary genres and rhetorical
devices
Reading texts along with literary criticism helps
learners acquire English.
 The teacher can also ask students to translate
these texts into their mother tongue.
 Meaning emerges in literary and historical
context.
One 
of the p
ossible negative aspect
s
of this approach is:
  
If the literary text is difficult linguistically,
students may depend on the teacher’s ready-
made interpretations.
Therefore, the background information to be
supplied in this approach is 
important.
  
Biographical  information about  the author     
   Historical/ mythological events or characters 
  
   Philosophical, political or religious ideas in
the text
 .
   Places, objects or other texts referred to in a
text
Genre of the text (drama, poetry, fairy tales,
short story, folklore and to name a few)
 relationship between the text and literary
periods or movements
 historical, political or social background
against which the text was written.
3.Literature for personal enrichment
Literature as a tool for encouraging students
to express their feelings and verbalize their
ideas
It involves learner as a whole person.
Material is thematically organized along with
non-literary texts (Lazar, 1993).
Using this approach may be a problem
while teaching English
Some texts may be so remote from the
students’ own experiences.
In addition, some students may not find
pleasure in discussing about their own
feelings/ emotions or reactions.
Personal Enrichment Model and Humanistic Approach to
Language Teaching by Williams and Burden (1997)
Involving learner’s as a whole person
Engaging feelings/ emotions
Developing identity
Encouraging self-k
n
o
wledge
 and self-evaluation
Establishing a sense of personal value in
learners
Encouraging Creativity
Selecting materials
According to Lazar (1993), there are three
things to be taken into consideration while
selecting the literary materials. These are:
learners’ cultural background
 learners’ linguistic proficiency
 learners’ literary background
Important Issues while Selecting the
Materials by Coser (2011)
Literary text should capture the students’
interest
Literary text should be suitable for the
intended level, age
 group
, interests, cultural
background
A variety of genres and styles should be taken
into consideration
Text should be associated with other media
Text should fulfill teacher’s literary objectives 
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Literature plays a significant role in language teaching as it offers authentic materials, motivates learners, and enhances cross-cultural awareness. Literary works help develop language skills and critical thinking while providing insights into cultural aspects and artistic expressions. Various approaches are utilized to study literature in language classrooms, focusing on its linguistic and cultural aspects. The selection of literary materials is crucial, considering criteria such as relevance, engagement, and language complexity.


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  1. Use of Literature in Language Teaching

  2. 1. What is literature? 2. What is literary language? 3. Do you think literary works are good resources for language teaching? Why/ Why not? 4. What are approaches of the study of literature in the language classroom? 5. What are the criteria for selecting literary materials to teach in the classroom?

  3. Introduction According to Hirsch (1978), literature includes any text which is worthy to be taught to students (p. 34).

  4. What is literature? Literature is composed of literary works in a language by which a community defines themselves. Self-defining activity. Those literary works are defined as artistic and aesthetic. (McFadden, 1978, p. 56).

  5. What is literary language? There are distinctive features in literary texts because of the language used in these texts. Therefore, it is generally demanding to explain an argument in the literary texts.

  6. The study of literature involves an approach to texts as cultural artifacts. Use of literature as a linguistic resource The study of literature also includes : Metalanguage (meaning in varied areas to talk about language, images, texts) Critical concepts knowledge of conventions.

  7. Using literary texts as a source for language teaching Three major benefits of using literary texts in the language classroom: specific communicative goals an ideal resource for integrating the four skills cross-cultural awareness (McKay, 2001).

  8. Why do we use literary texts in the language classroom? As to Lazar (1993), benefits of using literary texts in the language classroom are listed as follows: Motivating Authentic material Educational value Syllabi

  9. Cultural value Stimulus for language acquisition Fun Highly valued/ high status Language awareness Motivating to talk about opinions/ feelings

  10. Sample course objectives for reading literature As to Campbell (2007), the objectives are listed as follows: Students will develop a variety of reading strategies. They will identify the literary terms and study how these terms contribute to their writing skill. They will develop skills to analyze literary texts.

  11. Students will develop discussion skills. Students will discover connections with the literature they read. text to self text to text text to world

  12. Students will understand the role of literature which provides insights into the culture of target language. For instance: A play which allows language learners to participate in the new culture helps them develop sensitivity as to how speakers of the target language interact with each other. (Stern, 1980, p. 209)

  13. Approaches to study of literature 1 .The Cultural Model: language as a cultural artifact study of literary text from social, political, literary and historical perspective (Carter&Long, 1991). 2. The Language Model: contextualized linguistic features (systematic practice) regardless of literary quality of text or reader-text interaction (Carter & Long, 1991).

  14. 3. The Personal Growth Model: language learning and cultural awareness personal development focus is on learner s interaction with the text and learner s feelings /ideas/opinions (Carter & Long, 1991).

  15. Approaches to study of literature while teaching English 1) Language Based Approach: study of language of literary text detailed analysis of literary text to improve interpretation skills knowledge of grammatical, lexical/ discoursal categories literary texts regarded as great sources for language activities a wide range of styles and registers (Lazar, 1993).

  16. Open to multiple interpretations along with the classroom discussions Focus on interesting topic (Lazar, 1993). One of the Possible negative aspects of this approach is: If the analysis of the text is made in purely linguistic terms, this approach to study of literature becomes mechanic (Lazar, 1993).

  17. 2. Literature as content Literature is the content of the course Focus is on such areas as: history and characteristics of the literary movements or periods social, political, and historical background to a text. literary genres and rhetorical devices

  18. Reading texts along with literary criticism helps learners acquire English. The teacher can also ask students to translate these texts into their mother tongue. Meaning emerges in literary and historical context.

  19. One of the possible negative aspects of this approach is: If the literary text is difficult linguistically, students may depend on the teacher s ready- made interpretations.

  20. Therefore, the background information to be supplied in this approach is important. Biographical information about the author Historical/ mythological events or characters Philosophical, political or religious ideas in the text . Places, objects or other texts referred to in a text

  21. Genre of the text (drama, poetry, fairy tales, short story, folklore and to name a few) relationship between the text and literary periods or movements historical, political or social background against which the text was written.

  22. 3.Literature for personal enrichment Literature as a tool for encouraging students to express their feelings and verbalize their ideas It involves learner as a whole person. Material is thematically organized along with non-literary texts (Lazar, 1993).

  23. Using this approach may be a problem while teaching English Some texts may be so remote from the students own experiences. In addition, some students may not find pleasure in discussing about their own feelings/ emotions or reactions.

  24. Personal Enrichment Model and Humanistic Approach to Language Teaching by Williams and Burden (1997) Involving learner s as a whole person Engaging feelings/ emotions Developing identity Encouraging self-knowledge and self-evaluation Establishing a sense of personal value in learners Encouraging Creativity

  25. Selecting materials According to Lazar (1993), there are three things to be taken into consideration while selecting the literary materials. These are: learners cultural background learners linguistic proficiency learners literary background

  26. Important Issues while Selecting the Materials by Coser (2011) Literary text should capture the students interest Literary text should be suitable for the intended level, age group, interests, cultural background

  27. A variety of genres and styles should be taken into consideration Text should be associated with other media Text should fulfill teacher s literary objectives

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