Why literature?
Dear All
I went through the conference programme to check what presentations would be connected to literature and I found quite a few. Almost certainly more than last year. So it begs the question 'Why should we bother with literature in ELT?'
Do you think integrating literature to ELT is really important?
If so, why do you do that? What is you rationale behind such practice?
Should literature be used with a focus on language improvement or on something else?
Looking forward to your ideas on it.
Cheers - Chris
Literature makes the lesson come alive. Students become exposed to the authors inner world and can experience life as they have never done before. After teaching "Tulip" by Sylvia Plath to my students- they will never see a tulip in the same way.
My student actually get excited when we study poetry in class
Melanie
Hi Chris & All,
Let me play a semi-Devil's Advocate in this respect - when students here in Turkey come to me, they only want to pass an exam. Maria was quite accurate in that she mentioned that the texts chosen should be relevant - either to a school or to an exam that may potentially be using a text. Most students who come to me think that 'literature' means reading some stress-creating version of cannery-row or maybe Shakespeare .. they get nervous ... what they want is something that will help them pass an exam but not place them in a position where they have to read a text that will not be time-consuming. I agree with them. They want to get through the exam but not add to their workload. I have contacted several publishers and attempted to get the texts that are in their catalogues and even offered to pay for them - they could not get them. Generally I add a book to be read together and worked-on as an extra that is a luxury. Some people want to copy it and I ask them to kindly contact the publisher or its local distributor to obtain it. There have been some problems!
Regards,
Deniz
Hi Deniz
I love Devil's Advocates :) and I can clearly see your point. Perhaps there are other readers here that can add some reasons why NOT to use literature in ELT. Perhaps looking at these different points of view we can find some answers. Looking forward to hearing more on this line of thought.
As for the texts you mentioned you would like to get from publishers,what kind of texts are they exactly? Maybe we can find a source of texts for you :)
Cheers - Chris
Hi Deniz and Chris,
I definitely agree with Deniz's point about the potential for literature to create a lot of extra stress for some students. I'm visiting from the English for academic purposes forum and I find EAP students are particularly focused on and motivated by studying English through their subject content. An EAP teacher has to justify the use of every text and task to these students because they do not have time to waste. Everything has to be useful for their future studies.
I believe a gifted teacher who really loves literature can make this relevant for students but literature is more suitable for English classes where there is no obvious reason for learning the language beyond enjoyment.
Hi everybody,
I do believe that in my country the motivation for reading literary texts in high-school is so scarce today precisely because examinations like CAE, IELTS, or TOEFL, which are a kind of fashion here, focus primarily on non-literary texts. As time is our enemy, and my students need certificates in these exams mainly, they insist on test books that focus on specific exercises and tasks. However, I do not forget to ask them from time to time to leaf through a little bit of Shakespeare, Wilde, Hemingway, v. woolf, or Beckett. Just for fun. And then, they sometimes are responsive enough as to give me an inspirational feedback. But this happens so seldom...
Dear Olwyn
I cant disagree with you more. Literature can cause motivation that leads to higher grades. I am using literature in grade 11 class where I have to prepare the students for matriculation exams. The advancement is astrounding. I do not use literature as a waste of time, but as a tool for educational development in the classroom.
You can use literature to teach: grammar, vocabulary,writing...anything
I believe thqat it is time that we teacers take our head out of the textbooks as use authentic material that arouses students to learn
Melanie
Hi Chris, Olwyn and Deniz,
Oh Yes, Literature can be pure enjoyment or pure sorrow it can also be rage or passion and all the feelings you can think of.
When teachers teach literature they are teaching language, Can any teacher teach the language as a serious thing and because of that reason take literature out of the syllabus?
Literature is much more than enjoyment is the representation of human selves. I personally include literature in my language teaching for it fosters critical thinking, critical response, imaginative writing, academic writing, debate and discourse appropriation, to mention just a few.
Best!
Pilar
Interesting that these comments hitherto published tell us more about the writers' view of literature than it does about the learners' experiences. I wonder exactly what 'literature' is, and how it can be distinguished from other types of text. Is it really significant to use a 'literary' text as opposed to other types of text? Are we into canon-protection issues here??
Hi ALL,
I am Dr. Venu Mehta. I am Moderating Global Issues. I am interested in Media, Literature, Culture too.
Please visit Global Issues Forum and participate in Sharing Views/Opinion/Suggestions.
Indeed Literature and ELT are linked, rather pave the way for understanding human life.
- Venu Mehta
Dear All
I think Laurence is absolutely right - we need to define what we mean by literature before we start saying what is or isn't suitable for which students. If we are talking about Literature (capital L) then there is probably not a lot of place for Milton, Wordsworth and Co. with lower Intermediate language learners struggling with the three pronunciations of the regular past simple (although my own Devil's Advocate whispers "grade the tasks not the texts"!!) However, there is a wealth of what John McRae has called "literature with a small 'l'" about, which students at that level can lap up. They are authentic texts that play with words and ideas, and have irony. I might suggest the poetry of Billy Collins as an example that springs to mind...or William Carlos Williams ....
This is just to say
I have eaten
the plums
that were in
the icebox
and which
you were probably
saving
for breakfast
Forgive me
they were delicious
so sweet
and so cold
That's it! And what student 50 hours into a lifetime of language learning couldn't deal with that, and look at the wonderful worlds it opens beyond its few (33, including the title) simple words?
So when we discuss here, let's define what 'L/literature' we're talking about, and which students, in what teaching situation...because So much depends (to quote WCW again...!!)on those factors.
Hope you all enjoy our discussions!!!
David A. Hill
Coordinator
LMCS SIG
Hi,
literature is a small l with primary students that are learning English with a poem like Ten Things Found in a Wizard s Pocket by Ian McMillan for this poem allows them to create their own versions of the way they see the word/ the world, or with secondary students that are reading I m an African by Wayne Visser for it allows students to build their own national selves and understand what other people from other nations feel towards their nation, or with tertiary students that are listening to Sister Moon by Sting to then discuss sonnet 130 by Shakespeare or watching the video of Don McLean's hit song Vincent :Starry, Starry Night.
All l s are suitable depending on what your aims are, as you said . " Grade the tasks , not the texts" I would add: Define you goals! Texts have always been there , its up to you to decide how to have your students make the best of them, the rest follows.
I really do agree with David and Pilar. I use poetry and other forms of texts to teach pronunciation skills to trainee educators working with lower and upper intermediate and advanced learners. The purpose of this is to enable learners to enjoy words for what they are - to participate in a linguistic feast (as brilliantly illustrated in the WCW poem)
Some poem! Will you share other poems with that teaching potential?
I think any poems where writers take a delight in words for their own sake can be used. I go for Roger McGough as an example; others include Spike Milligan, Jackie Kay - even Lewis Carroll's "Jabberwocky"
Literature reflects life,society,culture,changing lifestyles of various nations.If we read a Shakespearean drama we get the feel of the Elizabethan period but when we read Virginia Woolf the feel of the writing style is far different and when we read T.S.Eliot the feel is more different.My point is, literature has always been different in forms in various ages and that is what makes it so intresting. So, if language learning is so much in vogue today then literature spices it up.
As far as students are concerned they would imbibe better language from good literary works and might use them to their advantage apart from also being exposed to various cultural diversifications.
Today there are many second language writers writing in english which has a flavour of its own & which gives an insight to their culture through english.
When it comes to ELT I feel that literature could be introduced for language learning rather than just passing exams, wherein the real purpose of learning is lost only in academical gratifications. Literary works suiting to specific learners should be introduced into syllabus keeping in mind their requirements & level of understanding.
I agree to an extent with what Nivedita says; however, I do think that studying literary texts from another culture also enables learners to reflect on their own culture as well. If they didn't, then they might as well read the "Life and Society" books about Great Britain and America, rather than having to read the literary productions of such societies. Studying literary texts helps promote inter-, cross- or even intra-cultural competence, especially if the learners originate from different cultural backgrounds. They can also be used to inspire creative writing activities.
I also agree that in an exam-oriented culture, literary texts tend to be regarded as somewhat peripheral. But then are ELT educators solely doing their jobs to enable learners to pass exams?
Laurence's point regarding the multiplicity of cultural opportunities that arise when using literary texts from writers whose first language isn't English is a sound one. But the same is true of any text that has a definable cultural 'place' that is different from that of the reader. This place might also be one of time rather than location though the difficulties seem to increase the further back one goes in time not because of any problems that might arise relating to the cultural 'place' but due to the way that language has shifted and, more significantly perhaps, because most of what we use in the literary world of earlier times belongs to 'the canon'. Personally I am shy of using literary texts, even contemporary ones such as might be found on Booker short lists, due to the rarefied atmosphere they often inhabit, at least for the inexperienced reader. Thus I am persuaded to opt for little 'l' literature in preference.
Using literature as part of a language learning programme inevitably means we travel down a largely non-linear route, sniffing the air as we go and turning, almost on a whim, in one direction or another. It could be argued that the result is a much richer language learning/ exposure to language experience than the more linear route followed by traditional textbook tracts. It is this non-linear approach that puts the use of literature in conflict with the solidly linear approach of exams. For ELT educators to concentrate on simply getting their students to pass exams might well meet the instrumental rationality of students and the curriculum but it ignores the opportunity for students to more realistically 'own' the language they use.
couldn't agree more with your points, Fitch. It's a pity that exam culture often inhibits or prevents learners from 'owning' their own language. And I love the metaphor of 'turning in one direction or another.' It's this very randomness which I think can often develop in the collaborative learning environment.
It's that randomness that frightens a lot of teachers as well - the loss of control of an apparently logical step by step progression - in reality one carefully tried and tested safe area to another and best apply the blinkers from the start. Apart from protecting students from the reality of live language - which has the unfortunate side effect of promoting spontaneous thought and enquiry - this linear method takes the student seamlessly to the exam without ever having to use language for real. As Alan Maley tells us, these teachers are too busy teaching to let their students learn. Literature doesn't let teachers get away with that. Literature challenges and probes and requires a proactive use of language. Olwyn's EAP students, for example, would gain confidence, vocabulary and precision if the right texts was chosen. Bring on the critical thinkers, I say!
Thanks for these comments, David. But one small question; how are the 'right' texts chosen so that this "proactive use of language" can take place? Through collaboration between educators and learners? Or through letting learners have the freedom to work on their own? I've been doing this with some groups of trainee educators, and they have come up with some wonderful texts.
Dear All,
Thank you for this useful discussion.
In Mozambique we have exam culture too, and what happens is that some of the more successful students can only support their level when they present their certificates, I mean, we have cases of young people who have university degree and complain the society does not give them space to act, but you often understand they have just passed exams but are still inarticulate - and this void is said to be a result of lack of literary understanding of their world, because they do not read works of literature. Prof.Lourenco do Rosario said in a lecture that he was scared of finding out some people get a degree witthout even reading a single literary book and that is the reason for having such poor quality.So in ELT/(or any language learning) the result of not exposing students from erlier grades to literary texts I find extremely perilous for their future.
I agree with Fitch on that some teachers are afraid of the randomness of literary interpretations and to escape they grip on more logical and step by step methods - but this may be result of the inability of teachers to approach literary texts themselves. And are also afraid f being challenged by students who have good language skills they acquired outside the classroom who will have tendency of showing off if given the opportunity of random literary discussions. They just want to be teachers even if they do not teach.
Tanguene
Dear Tanguene, Thanks for your comments. Your quote from Prof. Laurencio de Rosario is an important one; in many countries there is the same fear for learners' future; that they will go through their learning process without having read a single book, let alone a literary text. I am not sure whether it will broaden their `understanding of the world,' as you put it, but it will expose them to different forms of language - e.g. metaphors, similes and other figures - which form part of daily discourse, as well as constituting literary texts.
I think your point about educators finding it difficult to 'approach literary texts' is also valid; unless you have had a literary education, you might not feel as if you are 'trained' to do this. This is why I believe that the mystique surrounding literature studies needs to be removed; all educators are doing is helping both themselves and learners to talk about books, poems, and plays; and their responses should be treated with equal validity, whether or not they have had a literary background. I think of the example of William Carlos Williams or Anton Chekhov, who wrote because they wanted to in their spare time, as a respite from their daily jobs of being doctors. Again, it would be nice to teach literature because you want to, or you like reading books, and sharing that knowledge with your learners. With this in mind, I don't think anyone would mind being challenged by their learners. Or am I being too idealistic here?
Dear Tanguene, Thanks for your comments. Your quote from Prof. Laurencio de Rosario is an important one; in many countries there is the same fear for learners' future; that they will go through their learning process without having read a single book, let alone a literary text. I am not sure whether it will broaden their `understanding of the world,' as you put it, but it will expose them to different forms of language - e.g. metaphors, similes and other figures - which form part of daily discourse, as well as constituting literary texts.
I think your point about educators finding it difficult to 'approach literary texts' is also valid; unless you have had a literary education, you might not feel as if you are 'trained' to do this. This is why I believe that the mystique surrounding literature studies needs to be removed; all educators are doing is helping both themselves and learners to talk about books, poems, and plays; and their responses should be treated with equal validity, whether or not they have had a literary background. I think of the example of William Carlos Williams or Anton Chekhov, who wrote because they wanted to in their spare time, as a respite from their daily jobs of being doctors. Again, it would be nice to teach literature because you want to, or you like reading books, and sharing that knowledge with your learners. With this in mind, I don't think anyone would mind being challenged by their learners. Or am I being too idealistic here?
Literature gets teachers who like literature very excited. That in turn can be great for classroom energy and motivation.
However, (Devil's Advocate time!)... Literature is (obviously) highly laden with cultural values and in present situations of language teaching we have to ask whether this is appropriate. The literature chosen for classes always seems to be that of "The Great Natives". The English language is displayed as monolithic and in the exclusive ownership of native speakers.
The world has changed. The English language does not belong to native speakers. Learners need to be given creative control and if literature is used it should be the works of Achebe not Shakespeare. Language teaching should empower learners in the use and ownership of English as an International Language.
Given that classroom time is limited, would it not be more productive to develop learners' understanding of English in the modern world rather than of the cultural values of its countries of origin?
Thanks for your comments, Alex L. I think I would have to ask: "appropriate for whom?" If learners have the chance to choose literary texts for themselves, they might not want to use the kind of canonical texts you suggest. In this term's course on poetry, for instance, we have looked at Dickinson, McGough, Patten, Morrison, Neruda, plus translations of Turkish poets (I am based in Turkey). I agree that the Beowulf to Virginia Woolf canon still holds sway in many institutions, but I think that if educators approach literature with a small 'l,' they can have the opportunity to introduce a great variety of texts from different cultures and thereby empower learners as you suggest. 'Creative control' can also be accomplished by learners having responsibility for their own learning, or contributing to syllabus designs in certain cases. This is a point already raised in this discussion, where educators are prepared to cede some of their authority and allow for more collaborative learning.
To answer your last question, I do not believe for one moment that 'English in the modern world' (or should that be 'Englishes in the modern world'?) can be divorced from their cultures of production.
Dear Laurence
In responce to your stating that educators need to cede some of their authority in the classroom, I am currently concluding research where I am testing students achievement when taught frontally or by a vygotsky inspired method in the poetry classroom. Students achieve higher grades when they are actively working alone as well in pairs as opposed to being taught poetry in the traditional frontal teaching manner
Melanie
Wow, have you published it yet, or have you got anything about to be published? I'd love to have a look at it?? I have done an article on teaching poetry in similar fashion that I can send to you in exchange ...
I have discussed my work at various conferences, but I have yet to be published as I am still working on the final copy. I am also working on research which will examine how teaching poetry over a semester can aid in academic achievement with at-risk students. I would love to read your work
melanie
Melanie give me your email and I will send it (I will send it to anyone else if they like).
Dear All
Great discussion - thanks a lot for your comments and the real spirit of sharing ideas that we have had here.
Alex surely has a point there, but I also think that we should not think of literature only in terms of the canon, as Laurence also pointed out. Thmporary fiction and texts produced by teachers themselves that have shown great literary potential.
I would like to share with you this link to a wonderful website developed to give space for teachers writings and all things connect to literature in ELT. Please, check out the WordPowered website - you will find very good material there
Cheers - Chris
Thanks for the resource, Chris. Don't you think Alex's ideas depend very much on a) geography and b) the status of English as a foreign language within the pedagogic context? In other words, there might be a postcolonial legacy to deal with in certain territories that does not exist in others? Just a thought.
Hi Laurence & All
I can see your point. Indeed, I do not think we can ignore English colonial legacy. Moreover, the question of the canon is always a very tricky one, because it seems to me that we will always have a 'canon' in a certain way. My point is that even if one struggles to displace canonical works, the implicit aim will be always to include/ consided 'marginal' works that one believes should be given a better reception or status. So, in acertain way, there will always be a replacement and the works that were not canonical will then become so - till someone fights to dislodge them and put others in place and so the story goes on...
We have a tendency to think of 'the canon' as something perennial and unchangeable, as if Shakespeare and Austen have 'always' been there. They haven't. I think we need a more historial view of it.
What say you? :)
Cheers - chris
Dear all,
I'm getting very late to this enriching discussion, and I feel little remains unsaid. However, I would like to make a few points.
Literature in ELT can be viewed as content in itself or as a resource. Authors such as Brumfit, Carter, and Lazar outline three main approaches: one culture-based, another one language-based and finally a model focused on personal enrichment, and I believe our choice of topics and activities should depend on our main aim.
In Argentina, literature is taught as content in Teacher Education, but unfortunately it has traditionally been associated with the repetition of historically based interpretations - though that is changing, I'm glad to say. It is not surprising, then, that teachers should "stand in awe" of literature, and fail to consider it a valid option for their classrooms.
On the other hand, sometimes the language-based model used in the classroom restricts the opportunities that the literary text has to offer. If the idea is to focus solely on a grammatical or lexical area, I personally consider any "non-literary" text might work even better. The real opposition should not be between using literature or not, but between modes of reading as presented by Rosenblatt, i.e. efferent, focused on obtaining a piece of information, vs aesthetic, centered on what the reader is living during their relationship with that particular text. Critical thinking - an asset in any classroom - would clearly belong in the second category.
Ultimately, as has already been mentioned, it is the teacher's attitude to literature that will make the difference. A passion for literature will yield fruitful results, regardless of whether the class is exam-oriented or even ESP. In contexts where the Beowulf-Woolf canon can be viewed as an imperialistic imposition, postcolonial texts are a very good option. You may find http://www.teachingenglish.org.uk/try/britlit a useful pool of resources, including both texts and activities that take into account the wealth of literary texts as well as opportunities for language practice.
I didn't mean for this to be so long! Sorry!
Looking forward to reading other views.
Mariel
Thanks for your comments. To tell you the truth, I am very uneasy with that term 'critical thinking' as a means to an end with literature teaching, precisely because it has that colonial/ Leavisite/ New Critical (choose whichever one you like) association. I thoroughly agree that if educators have a passion for literature, they can communicate it to their learners. Brumfit's taxonomy of approaches might be interesting in theory, but I would argue that an ideal literature lesson should combine all three - culture, language and personal development. In other words, learning literature should be a goal-oriented activity, that contributes to the learner's language improvement as well as enhancing their other abilities. With this in mind, I see no harm in using canonical, non-canonical or whatever texts might prove useful.
Basically it would be nice if we could look at learning literature the other way round; focusing on abilities first, and choosing the texts to develop those abilities, rather than using the canonical or the non-canonical texts as a basis for the curriculum. Hope this makes sense.
Total sense, Laurence.
I agree that literature offers countless possibilities, which is precisely why, as you say, we should focus on abilities first, so that we may have different aims throughout the year.
Ultimately, if we play our cards right, personal enrichment will always ensue. Which is why I feel we should not delude ourselves into thinking we are using literature when all we are doing is resorting to a literary text, canonical or otherwise, to present or practise language points - or for comprehension activities that require neither inference nor personal response. That may be one stage, but not the only one.
I suppose everyone is fully devoted to the live activities these days, but I appreciate your feedback and wanted to thank you for it.
Having a great collection of books at home doesn't really mean that you are a person who has a passion for literature and reading. It can be a family inheritance or it can be just to impress people around you, about the fact that you are a person of culture. On the other hand, there are many persons who cannot afford buying books, because some of them are quite expensive, but who usually go to libraries and spend hours reading something that interests them a lot, or just borrow books at home.
From my point of view, literature is very important in our lives from several points of view. For example, reading is a means of gaining culture and enriching our knowledge in different areas of activity. It can help us have a great imagination and it makes
things easier when it comes to make compositions on
different themes. It gives you the possibility to speak about science, even if you don't work in this domain, or you can express your opinion about a political aspect, just because you have read something connected to that.
Secondly, literature offers us the possibility to enter the world of imagination, and to leave apart the real one for a couple of hours. We come to meet kings and queen, many years ago, dream in the world of the rich or imagine how life will be in the future. It gives us the possibility to be another character in the story we read, to judge it from our perspective, to imagine the ending of it.
Sometimes, we identify ourselves with the characters in the stories we read and they can give us some clues to solve our problems and how to react in certain circumstances. Books are inspired from reality because even if authors are considered to be somehow different from common people, they are in fact preoccupied by the same problems as we all are and suffer like us, too.
To conclude with, I would like to say that literature is the perfect means to enrich our culture, to express correctly and have a rich vocabulary, to be able to interfere in conversations in different fields of interest and to really be considered an erudite person.
Dear All,
Thanks a lot for the discussion.
I agree with Chris on that we need a more historial view of "the canon" liteary texts, and this can be a healing idea to many of us. The "permanent" presence of "the canon" in literature seems to really be a struggle we will hardly win, however hard we try to replace it. we can, of course, replace it in a small scale by choosing different texts that seem non-canon to use in a classroom, but this cannot change the general picture we have now. and this discussion about the choices of literary texts seems to be taken in a very narrow manner whereby we do not consider contemporary texts that can influence to more literary (local, classroom) production in future. I think the problem is in our minds bacause when we think about literature some teachers look at it as a headache and just connect it with Shakespeare, Dante, Camoes, etc. and look at the most difficult literay texts to interpret.
What can we do to inspire future generations read and write non-canon literary texts?
Tanguene
Even the first paragraphs of following books trigger attention of Uzbek readers. Their majors are: ICT, Banking, Finance, Management, Marketing, Journalism, Insurance, Commercial Law, International Tourism and Business Ethics. Despite being different as reflective, sensing, intuitive, visual , verbal, sequential and global learners readers like to debate about the characters described in those books:
O. Mark Twain Life as I find it.
O.Henry Friends in San Rosario.
On behalf of the management.
A.Ward A romance-William Bankee, the young patriot.
D.Runyon Sense of humor.
D.Marquis A financial deal..
E.Caldwell The corduroy pants.
M.Connelly The guest.
R.Lardner The Maysville minstrel.
F.Sullivan No. a thousand times, no.
The cliché expert testifies on love.
S. Lewis Go east young man.
S.Ellin The Blessington method.
I.Azimov The franchise.
The fun they had
A.W. Griffith The captive audience.
I wonder what else can you suggest,dear friends,
Halima
Dear colleagues,
What is REALLY your ESP teaching/learning style? May be my post:
How do we work on our reading project:"Big Apple's Celebrities inspiring Uzbek ESP learners." can help to imagine what is our style...
Advanced students help English teachers as appointed Discussion Director, Literary Luminary, Character Captain, Connector, Artistic Adventurer and Vocabulary Enricher in analyzing reflections, preparing relevant ESP inputs, estimating developing and improving classmates’ perceptive and productive primary linguistic skills. Uzbek ESP students really enjoy reading American Literature!
But do not forget,that we are living in Central Asia, where one cannot find easily those books.
Dear colleagues,
could you help with some pdfs of/from texts from those books? Not the entirely books, but only some pages!
dear colleagues,
I wonder what Btitish Literature can you suggest for our Uzbek ESP learners...
Halima
Hi Chris & All
We think ELT/any language shouldn't be taught dissociated from culture. And literature incorporates culture. Therefore, on integrating literature to ELT learners have the chance of improving language, literary skills, and culture at large.
Literature, in its different genres, portrays different life contexts, depicts a wide range of societies,cultures.Consequently, literary texts provide not only rich linguistic input but also relevant themes which can involve learners,by expressing their opinions, and also help them to be more creative. However, literary texts should be relevant to learners' interests and appropriate to their learning level.
I'd say that Literature is the wide stage where language unfolds under different forms.
Cheers,
Maria