Achimi Bachir
Brito Benedito Brito
Farige M. Roberto Alide
Using Literature to teach English
Degree in English language teaching with Portuguese skills
Universidade Rovuma
Instituto Superior de Recursos Naturais e Ambiente
Montepuez
2025
Achimi Bachir
Brito Benedito Brito
Farige [Link] alide
Using Literature to teach English
Degree in English language teaching with Portuguese skills
Group work to be submitted to
the department of Letters and
Social sciences in fulfillment of
the subject:
Didactics of Literature, taught by:
Dr. Saide Aligora
Universidade Rovuma
Instituto Superior de Recursos Naturais e Ambiente
Montepuez
2025
Introduction
The use of literature in English language teaching (ELT) has been a subject of
considerable interest and debate among educators and researchers. Literature, with its
rich linguistic and cultural content, offers a unique resource for language learning. This
paper explores the definitions of literature, the aims of using literature in English
classes, its importance, and relevant aspects of its application in the classroom. By
drawing on acknowledged authors and scholarly research, this work aims to provide a
comprehensive understanding of how literature can be effectively utilized to teach
English.
Using Literature to teach English
1. Concepts
1.1. Literature
Literature refers to written or spoken works, especially those considered to have artistic
or intellectual value typically including novels, plays, poems, essays and other forms of
creative expression.
In the scientific field, literature has been defined in various ways by different scholars.
According to Carter and Long (1991, p. 2), literature is "a highly valued cultural artifact
that embodies the best uses of language".
On the other hand, Lazar (1993, p. 15) defines literature as "any text that is valued for
its aesthetic qualities and its ability to engage readers emotionally and intellectually".
Widdowson (1975, p. 3) offers a more functional definition, describing literature as "a
type of discourse that uses language in a way that is different from ordinary
communication".
The aforementioned authors discuss on three different definitions of literature, for
instance, Carter and Long define literature based on its cultural value and the linguistic
richness of literary texts. Lazar also discusses the definition of literature in a broader
way incorporating not only traditional literary genres such as poetry, drama, and prose
but also other forms of creative writing. Finally, Widdowson’s perspective which
highlights the unique linguistic features of literary texts, such as metaphor, symbolism,
and narrative structure, which can be particularly useful in language teaching.
Conceiving the information above, it can be assumed that literature plays a vital role in
English language teaching by exposing students to rich linguistic structures, diverse
cultural perspectives, and thought-provoking themes.
1.2. Teaching
Teaching is a multifaceted concept that has been defined in various ways by scholars.
According to Brown and Atkins (1988, p.7), teaching is an interactive process,
primarily involving classroom talk, which takes place between teacher and student and
occurs during certain definable activities.
Gage (1978, p.1) states that, teaching is the purposeful direction management of the
learning process.
Biggs and Tang (2011, p.20) argue that, teaching is not just delivering information; it is
about engaging students in a way that facilitates meaningful learning.
Considering the definitions above, it can be said that the three authors see teaching in
different perspectives. Brown and Atkins see teaching as a dynamic and interactive
process that involves structured communication between educators and students,
guiding learners towards knowledge acquisition. On the other hand Gage sees teaching
as a purposeful act of directing and managing learning experiences to foster
understanding. Finally, Biggs and Tang see teaching more than just delivering
information; effective teaching engages students in meaningful learning that promotes
deep comprehension and application of knowledge.
2. Using Literature to teach English
The use of literature as a technique for teaching both basic language skills (i.e. Reading,
writing, listening and speaking) and language areas (i.e. vocabulary, grammar and
pronunciation) is very popular within the field of foreign language learning and teaching
nowadays. Moreover, in translation courses, many language teachers make their
students translate literary texts like drama, poetry and short stories into the mother
tongue. Since translation gives students the chance to practice the lexical, syntactic,
semantic, pragmatic and stylistic knowledge they have acquired in other courses,
translation both as an application area covering four basic skills and as the fifth skill is
emphasized in language teaching.
3. Aims of using Literature in English classes
The primary aim of using literature in English classes is to enhance language learning
by providing authentic and engaging materials. According to Collie and Slater (1987),
literature can serve several specific purposes in the language classroom:
Linguistic Development
Literary texts expose students to a wide range of vocabulary, syntactic structures,
and stylistic devices. This exposure helps learners to develop their linguistic
competence and to appreciate the nuances of the English language.
Cultural Awareness
Literature provides insights into the cultural contexts in which the language is used.
By reading literary works, students can gain a deeper understanding of the cultural,
historical, and social backgrounds of English-speaking countries.
Critical Thinking and Interpretation
Literary texts often require readers to engage in critical thinking and interpretation.
This process helps students to develop their analytical and interpretive skills, which
are essential for effective communication.
Motivation and Engagement
Literature can be highly motivating and engaging for students. The emotional and
intellectual appeal of literary texts can stimulate students' interest in learning
English and encourage them to read more extensively.
4. Importance of using Literature to teach English
The importance of using literature in English classes cannot be overstated. According to
Duff and Maley (1990, p. 6), literature offers a "rich and varied resource" for language
learning.
The following points highlight the key reasons why literature is important in ELT:
Authentic Language Use
Literary texts provide examples of authentic language use, which is often more
complex and varied than the language found in textbooks. This authenticity helps
students to develop a more natural and fluent command of English.
Emotional and Intellectual Engagement
Literature has the power to engage students emotionally and intellectually. This
engagement can lead to a deeper and more meaningful learning experience, as
students connect with the themes, characters, and ideas presented in the texts.
Development of Language Skills
Literature can be used to develop all four language skills-reading, writing, listening,
and speaking. For example, students can practice reading comprehension by
analyzing a poem, improve their writing skills by composing a literary essay,
enhance their listening skills by listening to a dramatic reading, and develop their
speaking skills by participating in a group discussion about a novel.
Cultural and Intercultural Competence
Literature provides a window into the cultural and social contexts of English-
speaking countries. By exploring these contexts, students can develop cultural and
intercultural competence, which is increasingly important in our globalized world.
5. Conclusion
In conclusion, literature is a valuable resource for teaching English. It offers authentic
language use, cultural insights, and opportunities for emotional and intellectual
engagement. By carefully selecting texts, integrating literature with language skills and
using appropriate teaching methods, educators can effectively use literature to enhance
their students' language learning experience. In the context of English language
teaching, literature is not just a tool for learning; it is a way of learning.
6. Reference
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open
University Press.
Brown, G., & Atkins, M. (1988). Effective teaching in higher education. Methuen.
Carter, R., & Long, M. N. (1991). Teaching literature. Longman.
Collie, J., & Slater, S. (1987). Literature in the language classroom: A resource book of
ideas and activities. Cambridge University Press.
Duff, A., & Maley, A. (1990). Literature. Oxford University Press.
Gage, N. L. (1978). The scientific basis of the art of teaching. Teachers College Press.
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers.
Cambridge University Press.
Widdowson, H. G. (1975). Stylistics and the teaching of literature. Longman.