Literature as a tool in English learning process

Nowadays, acquisition of a second language is a need because of

globalization. Some learners have difficulties in their performance,
because of grammar, incorrect pronunciation, lack of vocabulary or
maybe pragmatic mistakes. Other ones feel under pressure when they
have to interact in English in order to demonstrate their progress.

Literature can be used in classroom as a tool to improve English
learning process in ESL students. An important point is literature is
directly related to other elements of language and communication. While
students are reading, they are developing linguistic and sociolinguistic
skills. They can understand more about grammar, memorize new words
and learn some general culture. Learners are more interested in reading
stories, and using English not as goal but as an instrument to express
their ideas and opinions about them.

Another significant aspect is teachers have the chance to foster
reading habits in learners. For instance, in countries like Colombia,
people are not accustomed to reading so much, and this pattern is
reflected in the low scores gotten by our students in international tests.
This is a good way to contribute to minimizing this negative tendency.
Besides, it is relevant to mention literature has a multiplicity of reasons to
be included in curriculums, and a diversity of ways to be worked in order
to improve the English learning.

Thanks to the variety of activities teacher can do with literature,
and the quantity of ways to be presented, learners have the opportunity to
integrate the four language skills: reading, writing, listening and speaking.
For example, language teachers can make students read some tales aloud
with the intention of correcting their pronunciation, or play a video with
subtitles of a literary with the purpose learners practice their listening and
reading simultaneously. Another option is make students act out a short
tale or a part of story in order to create a special environment for them to
interact.

Due to the fact students are reading real material written by and for
native speakers, they can acquire a good communicative competence, and
depending on the kind of books teacher or learners decided to read
learn more about the characteristics of modern English, and see how
idiomatic expressions are used in specific contexts.

Custodio, in his book Literature-Based ESL for Secondary School
Students, states that literature allows learners to interpret, explore,
connect, question, criticize, argue, propose and analyze. If we take in
mind Howard Garners theory, people can assimilate a second language
easier, but those with linguistic intelligence can get a higher level not only
in written and oral skills but cultural competences.

By means of literature, teacher can promote students creativity,
which grants learners become active participants in their own learning
process. They will be encouraged to write their own stories and share
them with their partners. Thus, they will feel more confident when using
English and less worried to make mistakes.

Literature stimulates team work. As I have already said before, the
number of activities teacher can prepare for students are many. Most of
them can be led to motivate cooperative and collaborative work. In this
way, learner will have a favorable atmosphere to give his opinion,
respecting someone else point of view.

TICs are another interesting and valuable tool to influence reading
habits. Thanks to all benefits internet has images, sounds, games,
interaction, etc. teachers can use it to attract students attention, and
then, taking advantage of this, forward the autonomous learning in them.

Finally, it is necessary to clear up, Im not saying the best way to
learn English is through literature nor this one can replace current
strategies, technics and methodologies in teaching of a second language.
However, reading stories can be introduced as a part of classes
with the aim of enriching the time students pass in and out the
classroom.