Using literature - an introduction
The purpose of this article is to provide some guidance: literature as a
tool for language learning.
Literature in ELT
The use of literature in the ELT classroom is enjoying a revival for a number of
reasons. Having formed part of traditional language teaching approaches,
literature became less popular when language teaching and learning started
to focus on the functional use of language. However, the role of literature in
the ELT classroom has been re-assessed and many now view literary texts as
providing rich linguistic input, effective stimuli for students to express
themselves in other languages and a potential source of learner motivation.
On this site you can find a range of literary texts and supporting classroom
materials, on the BritLit pages.
What do we mean by literature?
John McRae (1994) distinguishes between literature with a capital L - the
classical texts e.g. Shakespeare, Dickens - and literature with a small l, which
refers to popular fiction, fables and song lyrics. The literature used in ELT
classrooms today is no longer restricted to canonical texts from certain
countries e.g. UK, USA, but includes the work of writers from a diverse range
of countries and cultures using different forms of English.
Literary texts can be studied in their original forms or in simplified or abridged
versions. An increasing number of stories in English are written specifically for
learners of other languages. The types of literary texts that can be studied
inside and outside the ELT classroom include:
1 Short stories
2 Poems
3 Novels
4 Plays
5 Song Lyrics
Why use literature in the ELT classroom?
Literary texts provide opportunities for multi-sensorial classroom experiences
and can appeal to learners with different learning styles. Texts can be
supplemented by audio-texts, music CDs, film clips, podcasts, all of which
enhance even further the richness of the sensory input that students receive.
Literary texts offer a rich source of linguistic input and can help learners to
practise the four skills - speaking, listening, reading and writing - in addition to
exemplifying grammatical structures and presenting new vocabulary.
Literature can help learners to develop their understanding of other cultures,
awareness of ‘difference' and to develop tolerance and understanding. At the
same time literary texts can deal with universal themes such as love, war and
loss that are not always covered in the sanitised world of course books.
Literary texts are representational rather than referential (McRae, 1994).
Referential language communicates at only one level and tends to be
informational. The representational language of literary texts involves the
learners and engages their emotions, as well as their cognitive faculties.
Literary works help learners to use their imagination, enhance their empathy
for others and lead them to develop their own creativity. They also give
students the chance to learn about literary devices that occur in other genres
e.g. advertising.
Literature lessons can lead to public displays of student output through
posters of student creations e.g. poems, stories or through performances of
plays. So for a variety of linguistic, cultural and personal growth reasons,
literary texts can be more motivating than the referential ones often used in
classrooms.
What are some of the challenges to be faced when using literature in the
classroom?
Literary texts can present teachers and learners with a number of difficulties
including:
text selection - texts need to be chosen that have relevance and interest
to learners.
linguistic difficulty - texts need to be appropriate to the level of the
students' comprehension.
length - shorter texts may be easier to use within the class time
available, but longer texts provide more contextual details, and
development of character and plot.
cultural difficulty - texts should not be so culturally dense that outsiders
feel excluded from understanding essential meaning.
cultural appropriacy - learners should not be offended by textual
content.
Duff and Maley (2007) stress that teachers can cope with many of the
challenges that literary texts present, if they ask a series of questions to
assess the suitability of texts for any particular group of learners:
Is the subject matter likely to interest this group?
Is the language level appropriate?
Is it the right length for the time available?
Does it require much cultural or literary background knowledge?
Is it culturally offensive in any way?
Can it be easily exploited for language learning purposes?
Duff and Maley (2007) also emphasise the importance of varying task difficulty
as well as text difficulty:
Level 1 Simple text + low level task
Level 2 Simple text + more demanding task
Level 3 Difficult text + low level task
Level 4 Difficult text + more demanding task
How can literary texts be used?
Teachers can exploit literary texts in a large number of ways in the classroom.
Classroom work with literary works may involve pre-reading tasks, interactive
work on the text and follow up activities.
Pulverness (2003) provides some useful advice: Maximise pre-reading
support.
Teachers can introduce the topic or theme of the text, pre-teach essential
vocabulary items and use prediction tasks to arouse the interest and curiosity
of students.
Minimise the extent to which the teacher disturbs students' reading.
Draw attention to stylistic peculiarity.
Help students to appreciate the ways that writers use language to
achieve particular effects.
Provide frameworks for creative response.
Invite learners to step into the shoes of the writer or invite them to
modify, extend or add to a text.
In the rest of this section you will find ways in which you can develop your
ability to use literature in the ELT classroom through reading articles and
books, attending workshops and courses, visiting websites, and joining
Special Interest Groups and discussion forums.
References
Duff, A & Maley, A (2007) Literature (Resource Books for Teachers), Oxford
University Press.
Maley, A (2001) ‘Literature in the language classroom' in The Cambridge
Guide to Teaching ESOL, Cambridge University Press.
McRae, J (1994) Literature with a small 'l', Macmillan Education.
Pulverness, A ( 2003) ‘Literature' in English Teaching Professional, October,
Issue 29, Modern English Publishing