For or against using literature in the classroom.

1. TSL712: Literature in ESL
PRESENTED BY GROUP 1
Literature and
Language
Teaching
by Mohammad. Khatib, Amir Hossein. Rahimi

2. Table of contents
Introduction
I
II
III
IV
V
VI
Against the use of literature
For the use of literature
Methodological issues in using
literature in language class
Studies on the use of
literature in language classes
Conclusion

3. A prominent
controversy - ESL
teachers ignore
literature as a source
of learning and
teaching.
In the 19th century, the
most popular technique
to learn literature is by
translating the literary
texts into their mother
tongue.
When the audiolingual
method became
popular, literature was
not utilized anymore.
Some scholars
believe that literature
expands the learners’
linguistic knowledge.
I. Introduction

4. II. Against the use of literature

5. Povey (1972)
● Reading literature familiarizes
students with vocab use and
new & complex syntax for
extension of language usage &
linguistics knowledge.
● Promotes language use &
communication in EFL settings.
McKay (1982)
● Literary work settings, role
relationships & social context
are for students’ awareness
about the use of language.
● Motivational, affective &
experiential factors provided for
improving students’ reading
proficiency.
- Improvement of reading proficiency
leads to achievement in academic &
occupational goals.
● Encouragement of tolerance for
cultural differences.
● Promotes creativity.
III. For the use of literature

6. Maley (2001)
Reasons for Suitability of Literature in EFL & ESL settings.
1) Universality
All languages have literature
and themes.
3) Personal Relevance
Ideas, events in literature
either experienced or imagine
by learners.
6) Economy & Suggestive
Power
Goes beyond what is said and
ideas expressed with words.
2) Non-triviality
Offers genuine & authentic
inputs.
4) Variety
Variety of language & subject
matters in literature; versatile
selections of literary texts.
7) Ambiguity
Allow different interpretations
to create opportunities of
ideas & interactions.
5) Interest
Intrinsically appealing.

7. Large repertoire of
vocabulary used in
literature compared to
speech.
Unique syntactic
patterns.
Arthur (1968)
Aids students to understand the other
societies and cultures.

8. Benefits of Literature
in writing skills
Encouraging creativity.
Enlarge students’ visions
& critical thinking. Learn richer vocabulary.
Advantage of Using Literature in
ESL & EFL settings.
Oster (1989)
Learn to use figurative
language for more
effective writing.

9. 1
2
3
Contextualization of language.
Social & affective factors
embedded in different literature
formats to cater individual
differences.
Natural and meaningful use of
language by illustrations &
descriptive language in
literature.
Literature can be used as a tool
for creating opportunities for
discussion, controversy, and
critical thinking.
Lazar (1993)
Hadaway, Vardell, Young
(2002)

10. ● Literary experience is the most important point in using literature.
- Arthur (1968) defined it as the special interaction that exists between the book and the reader.
● Characteristic of Literary experiences:
1) Happen to the reader.
2) The reader and the text.
3) The readers should be intellectually and totally involved in the literature text.
● Arthur (1968) mentioned, "If literature is to provide a useful vehicle for the teaching of second language skills,
it must first succeed as a literary experience.”
IV. Methodological Issues in using Literature in
Language Classes

11. Factors which play a crucial role
in student’s literary experience
Choice of Literary
Text
Non-verbal
accompaniment
embedded in the text
Reading Environment
Teachers should avoid text with
many new and difficult vocabulary
items and grammatical structures.
These non-verbal
accompaniment includes
pictures, sound effect and
teacher’s tone of voice.
New and unfamiliar
cultural assumptions.
It is recommended that
the literature be first
presented to the students
as a totally nonverbal
experience.
Atmosphere during
literature in ESL classroom
should be relaxed and
nonthreatening.
Teacher should minimised
the amount of explanation.
Teacher should avoid taking a
reading exam after reading the
story.

12. 2 purposes for literature teaching
Literature as resource for language learning
● One of many uses of language
● Literature as ‘text’
● Concentrate on textual discoveries which
lead to interpretations of the text
● Language is the priority, therefore this
approach is more relevant to ESL/EFL
learners
● Literature as a source of teaching and
learning language (can create motivation -
devise suitable activities)
● Literary understanding as a by-product of
engagement with the texts
Study of literature
● Literature has a special status
● Focus on text aspects such as
plot, characterisation, setting,
value, etc
● Students need to be competent
enough in the language AND be
familiar with literary concepts
● ESL/EFL students are rarely at
the desirable level of competence

13. Donato and Brooks (2004) studied if group
discussions could help students to develop
advanced speaking functions. They analysed
based on :-
a) discourse structure of literary discussion
b) types of questions used by the teacher
V. Studies on the use of literature in language classes
c) verb tenses used
d) learner uptake by using a qualitative
research design
Mantero (2001) identified three levels
of classroom talk
Level 1: utterance
Level 2: dialogue
Level 3: discussion

14. Similar to Donato and Brooks‟ (2004) study, Skidmore analyzed one sample
from two genres of talk, internally persuasive discourse and authoritative
discourse, with respect to:
a
b
c
the types of questions asked by the teacher
elaboration of learner responses
teacher’s facilitation or impediment of the classroom
discussion

15. VI. Conclusion .
Every coin has two sides. The same situation exists in the use of literature in language teaching
and learning. However, advantages outweigh disadvantages as literature is used as reading
materials in language classroom.
Literature is an impetus to promote the development of students’ intelligence and
imagination, rather than high technological products, such as TV series, movies and the like, all of
which limit the development of a person’s imagination. Literary works also leave readers some
space to envision what the plot of the story is and what a hero or heroine looks like, including their
appearance, character, age, gender, preference, class, occupation and so forth, allowing everyone
to have their own version of the narrations.