Approaches to using literature with the language learner

The aim of this chapter is to examine the possible approaches which you could draw
on when using literature with your students. Pinpointing possible approaches can
help us to select and design materials for classroom use, as well as to assess the
suitability of published materials. There are three basic approaches to using
literature with the language learner.
1. A language-based approach
Methodological Assumptions
- Studying the language of the literary text will help to integrate the language
and literature syllabuses more closely.
- The literary text will help students to make meaningful interpretations or
informed evaluations of it.
- Students will increase their general awareness and understanding of English
- Students are encouraged to draw on their knowledge of familiar
grammatical, lexical or discoursal categories to make aesthetic judgements
of the text.
Selection and Organisation of Material
Material is chosen for the way it illustrates certain stylistic features of the
language but also for its literary merit.
Advantages
Students are helped to develop a response to literature through examining the
linguistic evidence in the text. They are encouraged to draw on their knowledge of
English, so this approach may provide useful exposure to, or revision of, grammar
and vocabulary in interesting new contexts and can improve their knowledge of the
language.
Disadvantages
If applied too rigidly, so that analysis of the text is undertaken in purely
linguistic terms with little chance for personal interpretation, this approach could
become very mechanical and demotivating.
2. Literature as content
 Methodological Assumptions
Literature itself is the content of the course, which concentrates on areas such
as the history and characteristics of literary movements; the social, political and
historical background to a text; literary genres and rhetorical devices, etc.
Selection and Organisation of Material
Texts are selected for their importance as part of a literary canon or tradition.
Advantages
Genuinely educational approach in that understanding of texts is enhanced by
situating them within their literary and historical contexts.
Disadvantages
This approach may be most appropriate to a fairly select group of 'literary-
minded' students. Material may be very difficult linguistically, and therefore
demotivating for the average student. The approach may rely too heavily on the
teacher to paraphrase, clarify and explain, resulting in very little student
participation.
3. Literature for personal enrichment
Methodological Assumptions
- Literature is a useful tool for encouraging students to draw on their own
personal experiences, feelings and opinions.
- It helps students to become more actively involved both intellectually and
emotionally in learning English, and hence aids acquisition.
Selection and Organisation of Material
- Material is chosen on the basis of whether it is appropriate to students'
interests and will stimulate a high level of personal involvement.
- Material is often organised thematically, and may be placed alongside non-
literary materials which deal with a similar theme.

Advantages
1. Students are helped to develop a response to literature through
examining the linguistic evidence in the text. They are encouraged to
draw on their knowledge of English, so this approach may provide
 useful exposure to, or revision of, grammar and vocabulary in
interesting new contexts and can improve their knowledge of the
language.
2. Involves learner as whole person, and so is potentially highly
motivating.
3. Genuinely educational approach in that understanding of texts is
enhanced by situating them within their literary and historical contexts.

Disadvantages
1. Some texts may be so remote from the students' own experience that
they are unable to respond meaningfully to them. Alternatively, some
groups of students may dislike having to discuss personal feelings or
reactions.
2. If applied too rigidly, so that analysis of the text is undertaken in purely
linguistic terms with little chance for personal interpretation, this
approach could become very mechanical and demotivating.
3. This approach may be most appropriate to a fairly select group of
'literary-minded' students. Material may be very difficult linguistically,
and therefore demotivating for the average student. The approach may
rely too heavily on the teacher to paraphrase, clarify and explain,
resulting in very little student participation.

2.2 A language-based approach to using literature

A language-based approach is quite a broad approach which covers a range

of different goals and procedures. Generally speaking, proponents believe in a
closer integration of language and literature in the classroom, since this will help
the students in achieving their main aim - which is to improve their knowledge of,
and proficiency in, English. But proponents of this approach vary in their ultimate
goals. Some focus not on studying or reading literature itself, but rather on how to
use literature for language practice. The advantages of using literary texts for
language activities are that they offer a wide range of styles and registers; they are
open to multiple interpretations and hence provide excellent opportunities for
classroom discussion; and they focus on genuinely interesting and motivating topics
to explore in the classroom (Duff and Maley, 1990, p. 6).
A language-based approach to using literature includes techniques and
procedures which are concerned more directly with the study of the literary text
itself. The aim here is to provide the students with the tools they need to interpret a
text and to make competent critical judgements of it. Here the method of stylistics
or stylistic analysis is frequently adopted. Stylistics involves the close study of the
linguistic features of a text in order to arrive at an understanding of how the
meanings of the text are transmitted. (Stylistics, or stylistic analysis, will be dealt
with more fully in Section 2.3.)
An example might be asking students to make predictions about what will happen
next at key points in a short story (Brumfit and Carter, 1986, p. 111). This kind of
procedure is likely to be familiar to students, and so provides an unintimidating way
of bridging the gap between language study and the development of more literary-
based skills.
2.4 Literature as Content : How far to go ?

Methodological Assumptions

Applying literature as content of the course is the most traditional

approach, frequently used in tertiary education. Literature itself is the content
of the course, which concentrates on areas such as the history and
characteristics of literary movements; the social, political and historical
background to a text; literary genres and rhetorical devices, etc. Students
acquire English by focusing on course content, particularly through reading
set texts and literary criticsm relating to them. The mother tongue of the
students may be used to discuss the texts, or students may be asked to translate
texts from one language into the other.
Some language teachers would argue that this type of approach is really
the province of the literature teacher rather than the language teacher, and is
only successful when used with learners who have a specialist interest in the
study of literature.
Nevertheless, there are important elements in this approach which can
be usefully applied to the teaching of literature in the language class. When
the teacher uses this approach in their classroom, they should focus on some
issues below;
1. Biographical information about the author
2. Historical or mythological events or characters to which a text refers.
3. Philosophical, religious or political ideas debated or discussed in a text
4. Places, objects or other texts referred to in a text – either directly or
indirectly
5. Genre of the text
6. Relationship of the text to the literary movements of its time
7. Historical, political or social background against which the text was
written
8. Distinct features of the author’s style
Those kinds of elements can influence the success of the teachers’
teaching learning process in their classroom. However, it is also depends
on a variety of factors, including the time available; to what extent the text
refers to specific historical or mythological events or characters; the
interest of the students in the literary characteristics of a text and so on.