Introduction

BERBACHE Sami: Interculturalism and Literary Text Reading in EFL / E-mail: ber.sam05dz@yahoo.
com
Abstract: In the actual context of reform and globalization, improving learners intercultural competence is becoming one of the priorities in language education. In fact, if we closely observe the methodological developments of Foreign/second language teaching, we notice that the role and place of both literature and culture have been greatly transformed. Traditionally, literary reading is rather used in class for language and thematic purposes than for uncovering profound layers of meaning and/or discussing cultural aspects embedded in the texts selected. Research shows clearly that intercultural competence is getting but minimum attention when analyzing extracts from poetry or fiction. Thus, the reading difficulties that the EFL learners encounter do not stem solely of syntactic and textual obstacles, but also of the reading strategies they use and the stance they have. This paper is a descriptive summary that focuses on the teaching of literature from an intercultural perspective using workshop pedagogy. (Word count: 148) Keywords: intercultural competence cultural approach language teaching - literary text reading strategies.
I. Background I.1 The changing context of teaching There have been a great number of changes in education systems worldwide recently. This new situation, in which intercultural communication becomes a necessity, represents a major challenge that we must take on: to teach new generations to live in a world "without borders", to have them reflect on their own cultural identity in order to understand the other's differences. According to Szcs, U, . (2009), teachers realize the changes, but it is not sure whether they are able to face the new requirements or not. In the past teachers used to be the major source of knowledge. Teaching was mostly exam preparation, especially in the final years of the secondary schools. Nowadays, teachers provide information and show their students how to tackle them. Although they are still considered to be a kind of leader in the class, they can be thought of as facilitators in the learning process. In this context where the boundaries are disappearing so quickly, learning a foreign language, therefore, comes to mean raising awareness of issues of identity and culture (Chovancova, 2007). In fact, the language classroom presents an ideal place to know and understand other cultures.
1 Colloque National, Univ-Skikda, Janvier 2012, Linterculturalite dans Tous Ses Etats
BERBACHE Sami: Interculturalism and Literary Text Reading in EFL / E-mail: ber.sam05dz@yahoo.com
I.2- Reading to promote cultural competence The main purpose of reading in a target language is usually to have access to the literature written in that language. While reading in the first language is pleasant and fun, reading in a foreign language can be difficult and boring. Foreign language reading instruction needs to be organized in such a way that the learners both learn the techniques, get skilled in FL reading and at the same time enjoy reading. In most EFL reading classes texts are used for vocabulary teaching and comprehension rather than for pleasure and self-improvement. Recognizing the declines in reading interest and abilities among language learners, numerous initiatives worldwide were launched into revitalizing this very fundamental skill and the idea of literature circle (LC) initially introduced by Daniel H, (1994) has been widely adopted. Cf. studies Lin, 2002; King, 2001; Gilbert, 2000; Pitman, 1997; Noll, 1994; Kim, 2004; Heyton, 2003; Buttaro, 2002; Martine-Roldan & Lopez- Robertson, 2000). The English curriculum for university students in Algeria includes independent courses in civilization and literature. However, according to Luke C. (2005), the current methodologies promote the mere description and theoretical knowledge of the other cultures at the expense of helping learning understand their own native culture. Our students are in direct contact with the English language but not with its culture, as most of them have never been in the English-speaking countries to work or study, applying their knowledge, their skills and etiquette related. Moreover, Exchange Scholarships which could have a positive impact on language skills and cultural students are extremely rare. Educationalists are fairly pessimistic regarding the use of the intercultural approach in the study of literary texts, by saying that since the 90s, there is a significant distortion between research and teaching materials (Cuq, 2005). I.3- Research questions The main questions that arise here are (1) firstly: how we can equip the partners in the educational system (teachers and learners) with effective means to cope with these changes? And (2) secondly, how literature circles can be made effective in creating positive changes in students reading attitudes, skills, and general English proficiency? I.4- Aims and significance The emphasis of this paper is mainly exploring some techniques relevant to using the cultural approach to literature instruction. So we will begin with a short overview on the importance of literature in the teaching of EFL, along with a brief summary of the meaning of culture and
intercultural competence. Then, we will examine the issues of interculturalism in relation to the subject of literary text reading by analyzing the objectives of using literary texts and trying to see how literature could actually be a special aid to enrich readers intercultural competence. Finally we will suggest solutions for both instruction and future research.
Objectives
Content Drawbacks Learners role Teachers role
Theoretical Foundations
Framework of the Cultural Approach
II. Review of Literature II.1.1- Culture and language Language is inseparable from culture. In the same way that our mind is shaped by the language we speak (cf. Sapir & Whorf Hypothesis), our language also determines our conception of the world and shapes our behaviour in community. The way we have been socialized determines the way we see the rest of the world. In this sense, the cultural background of a person is determined by a range of different and varied elements among which language is a relevant and crucial one. Kroeber and Kluckhon (1952: 181) stated: Culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievements of human groups, including their embodiments in artifacts; the essential core of culture consists of traditional (i.e., historically derived and selected ideas and especially their attached values; cultural systems may on the one hand be considered as products of action, on the other as conditioning elements of further action.
In the same sense, Herskovits (1948: 17) stated that culture is the man-made part of the environment, a definition widely used in the literature. However, nowadays some tendency is found to underline the subjective aspect of culture as Camilleri (1985) and Simard (1986) state. Clanet (1990: 16), for instance, says that Culture, as a way of interpreting the world, is our instrument to understand reality (following our cultural parameters). Every man, as Bruner (1966) states by paraphrasing the metaphysical poet J. Donne, is part of a culture that s/he inherits and then recreates after having filtered it. We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. Lakoff (1987) explains Collocations are a clear example of this and shows that, for example, in English time is a concept clearly related to money: people can spend, save, waste, and invest time. The cultural conceptualization of time in English so, has to do with the importance speakers give to the use of time, which is something they pay a lot of attention to, something which is conceived as a limited resource; just the same as money is. Once we have moved away from the place of our original culture and begun the process of adapting to another culture, we broaden our perceptions, noticing things that are done differently or similarly between the two cultures. We learn a whole new set of culturally and linguistically defined rules and value systems with the result that our own perception of the culturally induced life experience is expanded. This process seems to be an irreversible one: once people are adapted to a second culture, it seems easier to be adapted to a third one and so on: that is multiculturalism. If they go back and stay long enough, they might notice that they are no longer the same people culturally as they were when they left originally and they also might notice that people are seeing them as being influenced by the other culture in some way. II.1.2- Multiculturalism, Intercultural competence and cultural distance Interculturalism is a bipolar concept due to its particularly wide array of uses. According to Byram (1997), intercultural competence means to be able to interact efficiently (using linguistic and non linguistic resources) with people from various countries in a foreign language. This means, of course, to be able to overcome stereotypes (which are a real barrier for cultural understanding), to be empathic, to understand and accept not only the other but also oneself. Gmez Parra, E. (2009), in a sensible disagreement with this definition, introduces the concept of cultural distance that exists between persons speaking the same language but do not share the same cultural values. The concept of culture is so due, in fact, to its opposition and contrast with other cultures. In the language classroom, the so-called "dialogue of cultures", enriches the learner's own culture is by
putting it in contact with the culture of others, and this leads to intercultural competence (the "Third" culture of the student). perkov (2009) offers us the diagram that illustrates this phenomenon:
Reading and negotiating Dialogue of cultures (similarities and differences)
Intercultural competence (third culture of the learner)
Culture helps us find our place in the world, but this is something we must learn to share with others (Garca, Pulido & Montes, 1999:70). Therefore, multiculturalism, which is the essence of culture, means the respect for diversity.
II.1.3-Cultural facts and differences It is a fact that the mere contact among cultures makes the individual get a deeper understanding of his/her own cultural values, and also to understand the reasons why people behave in a particular way. However, Cultural identity may be clearer to some people than it may be to others. Change in the political, media-communication, socioeconomic, and educational systems forced people to change their behavior, and even the scale of values. No wonder that every generation has its own experiences and perceptions of historical facts. For example, it is commonplace the fact that English-speaking countries do share the language. Nonetheless, American and British speakers of English can experience some kind of cultural misunderstandings. So, speaking the same language is, by no means, the guarantee to achieve the intercultural competence. Some added values are needed which should be taught and learnt. To sum up: we think that the intercultural competence should be achieved by every human being in the world, irrespective of the language s/he is using.
II.2.1- Historical overview of teaching Literature in EFL
In the teaching of English as a foreign language, the status of the literary text has undergone three significant periods, which can be summarized in three words: magnitude, decay and renewal. It is clear that the literary text has long been in poor relation to language learning whatever the methodology adopted is. According to Pradas (2009), however, the purpose of the use of literary texts varied depending on methods used in a given period. At the time when literature crowned language learning, that is to say around the 50 s, mastering Literature was at that time conceived as the outcome of learning a language. Literature was regarded as the representative of the culture of the country (Cuq, 2005) as a means to access a certain civilization. By introducing literary texts in the language classroom the aim was above all to make learners distinguished persons, to cultivate and adorn the minds of learners through the study of literature. Interculturalism at that time was not apparent on the agenda. In grammar-translation methodology, the teaching of grammar on the basis of the literary text was encouraged because of their formality and highly developed style. Freedom and creativity of the learner is hindered as the literary text is taken only as a model, doing nothing else with the potential it offers. Then, starting from the 80s and on, literary texts became increasingly rare in language classes. Their presence was associated to a theme of study, a social phenomenon, and so on. Towards the end of 80 years, we rediscover the literary text. It reappears, however, in textbooks for the advanced levels with the communicative approach. The literary text considered as mere "authentic document to be accompanied by a methodological or didactic reflection. Advocates of the communicative approach rejected the literary text as a teaching tool because of its degree of deviation from the commonly used language (Pozuelo Yvancos, 1992:19). Despite the reappearance of the literary text, research does not follow the course of events and is interested in exploiting this type of document for linguistic purposes. Only in the 90 years and the new millennium that the research conducted testifies to the interest of most educationalists to literary text in the language classroom. II.2.2- Benefits of Literature reading Reading experts (cf.Day & Bamford, 1988; Collie & Slater, 2000; Ghosn, 1998; Lazar, 1993; Burns, 1998; Ghosn, 1998; Cater & Long, 1991; Hill, 1990; Garca Gmez, 1996) believe that use of literature in language classes has a number of benefits and states some of them:
Language improvement: It is authentic material to raise language awareness; It is a stimulus for language acquisition; It develops students interpretive abilities
Personal growth: It is highly valued and has a high status; It encourages students to talk about their opinions and feelings It can develop creativity
Literature :
Prose : Fiction Drama Cultural competence: It helps students to understand another culture
Poetry
Affective outcome: It is very motivating and fun; It makes learners enthusiastic and confident about reading
II.2.3- Intercultural Competence and Text Interpretation A quality education must be built on interculturalism. Students who are very open to other cultures acquire cultural relativism and tolerance. This feature of education allows the comparison of cultural codes, language codes, approaches of thinking and different cultural values (Duong, 2010). Indeed the study of literary texts often reveals conflicting and unexpected situations, and lends themselves to multiple readings. Reading a literary text can provide very different contents depending on the readers, taking into account their experiences, their ideology, culture, and even the specific context of reading (Cuq, 2005). It promotes discussion, confrontation of the image, social codes, cultural patterns, and myths. The outcome from the matching of different views is to facilitate access to the text (Duong, 2010). The interpretation and understanding of the meaning of a text in a foreign language is based on the world of references of the reader that are strongly influenced by the culture of origin (perkov, 2009).
Transaction Reader-Text-Context
Context : Socio-cultural
Reader: Psychological, cognitive and experiential processes
Text : structure and content
Author : Intentions and background
An excerpt from a text is a cultural document. The teacher could therefore also address, depending on the content of the text, certain social facts (racism, poverty, etc..) that can be used to compare in the two cultures, that of the learner and that embedded in the foreign language. However, one should be ware, as noted by Alfred Noe: "a narrative is not a document to teach (foreign) civilization or reality. No writer in his work seeks to give the reader a statistically objective image of reality (Noe, 1993). There is always a risk of misinterpretation and misunderstanding in the reception of a text, as this latter undertakes elements of cultural reference in general. The learner can come face to face with what is generally called the Cultural shock (perkov, 2009). To reduce this effect, it is possible to promote contact with the other by using historical data, with references to extra-linguistic reality and extra-textual systems to build a cultural competence (Cuq, 2005). Accordingly, literature and civilization may be integrated in the language classroom to serve the same objective, i.e., to facilitate the learners access to the culture of the other. II.3.1- Models of literature teaching Ironically, interest in the literature teaching methodology only began in 1970s, when the number of students who choose to study literature dwindled as it was considered elitist, irrelevant and impractical (Kramsch & Kramsch, 2000). There are three most common teaching models in literature. The first is using literature as content which is usually reserved for tertiary level students who are considered to have enough linguistic and experiential knowledge to discuss literary texts. Students read literary texts and criticism as well as wider reading concerning the socio cultural aspects of the text. The amount of information
provided usually depends on the time allocated, whether these information are central to the text and also depending on students interest (Carter & Long, 1991). The second model is literature for personal enrichment. In using literature for personal enrichment, students are encouraged to relate the texts to their own experience as well as give their reactions and opinions. Techniques based on this approach can promote group work and interaction in the classroom while materials are selected based on the students interest. Thirdly, language-based model is used to integrate literature and language syllabus. Their main purposes are to enable students to make informed and meaningful interpretations and evaluations through detailed analysis as well as to make students more sensitive and aware of the language and its linguistic features. II.3.2- Literature circles and reader response theories Literature circles are defined as discussion groups in which children meet regularly to talk about books (Owens, 1995, p. 2). These circles adopt a theory of reader response which takes into account the students personal response to a text (Iser, 1978), and allows literature to be relevant to the students life. Instead of one interpretation, the ultimate goal in a reader response approach is to achieve a mature response, which originates from the process of reading. Since the reader response approach is to provide a genuine engagement between the text and the students, students will achieve satisfaction from their reading experience (kim, 2004). Literature Circle (LC) has been a prevailing pedagogical choice in North American classrooms since early eighties (Daniel, 2002). In recent years, language teachers began to integrate LC into multilevel English classes where ESL students could also have successful reading experience via the support from their teacher and peers. The Reader Response Approach (RRA) is having a growing influence on EFL literature classes (Carlisle, 2000, p. 12). The meaning and structure of the text are not inherent in the print but are invited by the author and imputed to the text by the reader (Swaffer, 1988, p.124). The pedagogic effectiveness of this approach in EFL literature classes is well-acknowledged (Franklin et al., 1999). The aim of the Reader Response Approach is to encourage learners to respond to the text and express their own ideas, opinions and feelings freely. Level 1: Literal understanding: Students give summaries of the events of the story. Level 2: Empathy: Students are involved in the story. They identify some aspects of the story with their own lives. Level 3: Analogy. Level 4: Interpretation: Students reflect on the significance of events and behaviours in the text.
Level 6: Recognition: Questions that you ask yourself about characters and events as you read arise from Memories from your own experience provoked by the reading. II.3.3- Benefits of literature circles Daniels (1994) considers literature circle an effective means for fostering independent reading and collaborative learning in a stimulating environment. As a matter of fact, the students feedbacks point to the consistency between the principles of LC and the best practices for reading instructions advanced by Flippo (2001) such as integrating all four skills in complementary ways and offering ample opportunities to read real books. For instance, a number of studies indicated that LCs encouraged responses to literature and resulted in enhanced comprehension and cognitive development (Tierney & Teadence, 2000); increased student motivation for reading (Jewell & Pratt, 1999); and enhanced appreciation of literature (Lehman & Sharer, 1996; Parker et al (1999). Some students also indicated that literature circles are like book clubs in which they built a sense of belonging (Burns, 1998). Ali (1993) implemented reader responses with Malaysian college students studying English literature and found that students became more active readers and learned to enjoy aesthetic values of the text. Heyton (2003) concluded that LCs constituted one of the most effective differentiated instruction allowing students with diverse English proficiency to work toward their learning goals. II.3.4- Drawbacks of literature circles 1. Several students consider literature circles too time-consuming particularly when they were overloaded with homework assignments from other school subjects. 2. Struggling readers share the same problems which are weak comprehension, lack of interest and confidence (Arvidson & Blanco, 2004). 3. When faced with unfamiliar or difficult words, phrases or sentences, students use their lowerlevel reading skills where they look at a sentence or phrase for clues instead of using higher level skills such as inferencing or relying on the context to guess a words meaning (Sarjit Kaur & Rosy Thiyagarajah 1999). 4. Literary style and structure pose a problem for students in trying to comprehend literary texts (Davis et al 1992). Poems are generally disliked due to the abundance of figurative language and images which students fail to interpret (Wan Kamariah, 2009). Students generally feel that poetry contributes very little to their language development compared to other genres such as short stories and novels. 5. Although literary texts provides contexts in which ESL students can learn more about the L2 culture (McCafferty,2002), unsuitable texts can create distance between the text and the readers, especially culturally (Saraceni, 2003). Students also need background knowledge to fully comprehend literary texts (Horowitz, 2002).
6. The topic of the texts can be remote to the students, not only in terms of experience but also historically, or socially. Although teachers might feel that students do not select quality works, it is important to make sure that the texts suit students interest. II.4.1- Teaching Strategies In order to read books effectively, EFL students need to improve their language skills, to enhance comprehension of the text, to construct meaning from it, and to develop their communicative ability. Students are also encouraged to use their prior experience cultural background through a multiplicity of activities which can include: 1. Reading Aloud: Students are encouraged to read aloud at home and during small group discussion. 2. Vocabulary building: as the literary text presents a lexical reservoir (Albert, 1995), therefore it can widen the vocabulary of the learner with the words belonging to different registers. 3. Comprehension questions: Freires (1970) suggest a series of Problem Posing/Solving questions around the text or a list of assertions that the reader must judge true or false. 4. Text-selection: to ask learners to read at home and choose a text to work more deeply in class. 5. Literature Discussion Groups: Literature discussions in the classroom are made up of two different discussion groups: small discussion groups and the whole class. 6. Journal Writing: Journal writing in the EFL classroom is a way for students to respond to literature, express their thoughts, and improve language learning. 7. Project: Projects that involve recreations of part of the text make students more aware of themselves as writers. Setting a project for a group task, students engage in a collaborative social setting, which does not threaten the students confidence. 8. Role-play: The order of the performing arts In language classes, involving students in dramatic responses after they have finished reading and discussing, affords them opportunities to further extend not only the appreciation of literature, but also improve language usage. 9. Evaluation: Each groups presentation is video-taped and after presentation, students view a video tape of their presentations. In planning literature circles in EFL classrooms, therefore, a framework which consists of three steps pre-reading, discussion, and project and evaluation is proposed. In each step, the teacher focuses on how activities help students learn a foreign language, achieve a true personal encounter with the texts, and interpret, appreciate, and gain satisfaction from them. II.4.2- Reading strategies The tasks designed for reading instruction depend upon the materials chosen and the objectives set for each activity. The terms intensive and extensive reading in EFL are put forward to bring in
the differences between classroom reading and out of class reading. Palmer (1968, p. 137; 1964, p. 113) distinguishes Intensive reading as being associated with the teaching of reading in terms of its component skills. Extensive reading, in contrast, is generally associated with reading large amounts with the aim of getting an overall understanding of the material. Activities for extensive reading designed by EFL teachers are infinite in numbers. Extensive reading is a prime means of developing a taste for foreign language reading. Research results on extensive reading in EFL show positive impact on the development of more interest on reading in FL, and vocabulary expansion, on linguistic competence and on EFL writing (cf. Elley and Mangubhai 1981, Hafz& Tudor 1989, Cho & Krashen 1994, Mason & Krashen 1997). pleasure and general understanding
Inferring meaning
Skimming: used to understand the "gist" or main idea
Scenario building
Efferent stance : Act, produce, accumulate
Extensive Reading Public activity Intensive Reading Private Activity
Aesthetic stance : respond, imaginative, interpret
Context clues
Scanning - used to find a particular piece of information
Prediction
accurate reading for detailed understanding Continuum of reading strategies and stances
II.4.3- ESL Students Attitude towards Teaching Methods Used in Literature Classes Students attitude towards the target language and the learning context is one of the main factors that determine their success in language learning (Candlin and Mercer, 2001; McGroarty, 1996). Studies on teaching methods found conflicting results. Fauziah & Jamaluddin (2009) found that teachers used more students-centred approach in class compared to teacher-centred strategies which created a better learning atmosphere and improved students perception and motivation towards literature. However, Daimah (2001) found the methods used by teachers in literature classes are mostly teacher-centred. A teacher-centred approach is necessary in order to save time and finish the syllabus in time for examinations. Another reason cited was students low proficiency level which prevented teachers from using students-centred techniques like group discussion, debates and role plays. i. Positive attitudes
Students favor teaching techniques that encourage them to respond personally, give their own opinion, and concentrate on the content of the text as opposed to analyzing details of language structure as well as having class discussions (Davis et al, 1992). Students enjoy imagining themselves as the characters, writing letters as one of the characters and retelling the story from others point of view. A large majority of students also reacted positively towards using a variety of activities during literature lessons, probably to reduce monotony and boredom in class. Not surprisingly, most of the students surveyed by Chiang (2007) admitted that they only read the texts to enable them to do well in examinations. ii. Negative attitudes
Students indicate negative attitudes towards activities that require them to memorize facts, answered multiple-choice questions, read aloud, drilling and teacher-centred classes where interpretations are provided only by the teacher (Wan Kamariah, 2009). Gurnam Kaur (2003) found that students viewed teaching strategies used by their teachers as boring, dull and uninspiring as it involved mainly doing written work, especially among students with higher proficiency level. Students with lower proficiency could not understand the texts and therefore found literature lessons boring. This could be due to teachers who had very little experience and knowledge in teaching literature. Ganakumaran et al (2003) found that 48% of the teachers surveyed said that they lack knowledge about literature teaching methodology while only 51% indicated they had enough knowledge of literature. Language teachers also lack confidence to teach literature as they perceive as only competent to teach language due to their training (Katz, 2001).
Most of the students thought that background information concerning a text such as the authors life or the setting was vital to understanding a text. iii. Use of literature circles and cultural approach
Interestingly, students were keen to voice their opinions and personal reactions concerning the texts that they read. This could mean that students were not given enough opportunities to contribute during literature lessons, perhaps due to time constraint. Students ranked using audio-visual as an important strategy in teaching literature. When asked, students stated that teachers usually explained about the text, referring to the writers life or his purpose for writing the text. Teachers did not seem to emphasize on the cultural elements of the texts, perhaps due to time constraint or the lack of supplementary materials. Almost all the classes had similar sequence of activities during literature. We observed that the identification of keywords that allow understanding the overall ideas of the text always calls cooperation from learners. However, the more we "we plunge" in the text, the more we see of silence on the part of students, interspersed in long monologues of the teacher. 3.1 Students attitudes towards text selection Short stories seemed to be popular among students. Students responses suggest that negative attitudes are associated with reading poetry. Besides poems, novels were also not popular among students. Language problems included unfamiliar words, phrases as well as archaic language used in poems. This was especially time consuming as students had to constantly refer to dictionaries for
meanings of words, get help from siblings or relatives or seek explanation from their teachers. More than half of the students admitted that they usually could not finish reading the text on time. Another problem faced by the students was in understanding the real meaning or the message of the texts. Interestingly, only students from the highest proficiency level in English mentioned that they found the cultural elements in some of the text unfamiliar and confusing such as understanding the characters way of life and values. This seemed to suggest that perhaps only the good students were able to appreciate the importance of cultural elements in literary texts while others face more basic problems like understanding the literal meaning of the texts. Even teachers cannot agree on the type of texts that should be taught although they generally agree that the texts should promote intellectual development, independent thinking, are interesting to adolescents and meet certain cultural and aesthetic standards (Agee, 1998). We know that one of the main features of the literary text is "the polysemy "(Saud A., 1997: 4546) or" plasticity "(D. Bertrand and F. Ploquin, 1991: 32-39) that allows a plural reading.
However, the approach of introducing literary texts remains inadequate. In fact, opted instructional approaches do not differ from those for the study of non-literary texts, because there are hardly any activities around the characteristics of literary discourse or the cultural dimension of the text. For literature to be best used in EFL contexts, teachers should consider the selection of the most appropriate texts for students. Especially, the literature in EFL classrooms must reflect students interests, social/cultural values of the story, students level of language. III. Conclusions 1. We confirm that the intercultural approach is "preset" in the teaching of FLs, and its potential is undeniable; however it is not yet fully operational in literature instruction. 2. Literature circles can effectively engage EFL learners into extensive reading and literary discussion about cultural issues. If literature in the EFL classroom is taught in a responsebased manner, it is not just a vehicle for language teaching, but a form of aesthetic enlightenment. 3. Students can be more creative and critical in their thinking since in a literature session, there are no right or wrong answers or competition for the best interpretation. 4. Students feel more motivated to read literature if they are given a choice or allowed to negotiate the texts that are to be included in literature classes (Davis et al, 1992). Students prefer reading texts that address issues of youth, relationship and changes in social values. Texts favoured are those with clear language, careful organization and thought-provoking themes. 5. Like any other instructional tools, the successful implementation of LCs depends on how the intervention is integrated with the rest of course components. The rest of the course requirements could be modified to optimize the effects of LCs. In addition, constant monitoring from the teacher and individual accountability are also crucial. 6. Because of its collaborative nature, in the LC, some students may fool around and take advantage of other team members. One preventive measure is assigning individual work. Constant visiting and monitoring from the instructor will help ensure the equal participation from every member. 7. One last caution: without attention to the pragmatic needs and learning difficulties of the students the potential of LCs might also be impeded. Some students just do not know how to take part in the group work. They are the ones who need extra help and guidance.
IV. Recommendations IV.1- Suggestions for practice 1. Extensive reading activities need to be designed to give the student the pleasure of reading, reading silently for the sake of reading and comprehension. 2. The curriculum and syllabus should be designed in respect to the latest research results. 3. EFL students should be provided with literary texts of different types, topic and levels. 4. EFL students should be trained to evaluate their own reading speed and comprehension and choose the materials accordingly. 5. Teachers of EFL need to design real life activities apart from those we do very occasionally. 6. It is better if more choices of texts and activities are provided and students are allowed to choose those which suit their interest and language level. 7. Using a variety of attractive teaching strategies, tasks and activities is another way to improve students attitudes and allow them work at their own pace. 8. Teachers should encourage students to be more autonomous readers in researching information on the authors background or the historical elements of the texts. 9. It should be remembered that the purpose of a literary text is not practical but aesthetic. Thus, we need a multicultural approach that allows to use the relationship between cinema, literature, songs, etc. , trying to define aspects in different genres (drama, fiction and poetry), in which the teacher's role is not to interpret the text for the learner but to promote the relationship of text to the reader (Albert and Souchon, 2000: 53) 10. If reading materials are chosen from literary texts that represent "higher" forms of culture, learners both develop the essential reading skills and also enjoy being acquainted with the target culture. 11. Literature and civilization syllabuses may be integrated simultaneously in the language classroom to serve the same objective, i.e., to facilitate the learners access to the culture of the other. 12. If we want our country to become a fully developed nation by 2020, we need to produce future workers who are well-versed in English. Universities should aim at producing holistic graduates who excel academically and have better intercultural understanding.
IV.2- Suggestions for future research: 1. Ask teachers (from university and high schools) to fill in questionnaires about their teaching practices and professional needs I relation to interculturalism. The main aim is to explore the differences in the ideas and practices of language teachers with different training backgrounds.
2. Use a mixed-method approach to investigate the effectiveness of LCs in adult EFL students reading attitudes, overall English proficiency, and literary reading after a participation period of one year at least. In addition to the quantitative measures, qualitative data should be gathered via open-ended surveys and one-on-one interviews to gain insight into the participants take on the LC-integrated English class. 3. More research needs to be conducted on students reading abilities as they seem to lack higher level reading skills to locate the true sources of their problems. 4. We need to investigate whether the participants will be able to sustain the reading habits even when the program concludes. After all, the students ought to develop and internalize selfregulated reading habits and become lifetime readers. 5. Undergoing experiments with diverse levels of EFL students in terms of age and English language abilities to investigate the best practices that lead them to discover the beauty and richness of an artistic work and provide them with to beneficial aesthetic experience. It will be of great contribution to foreign/second language reading if both control and experiment groups could be arranged. 6. As lengthily discussed in this paper, Literature plays therefore a unique, irreplaceable, role in communication and sharing deep cultural values. However, incorporating cultural education needs to be investigated within other courses, such as oral English, civilization, and writing instruction. VI.3- Suggestions for Teacher Education for the Future 1. Teachers play a big role in students education. To do this, teachers need to be properly trained and equipped with proper knowledge and skills to successfully accomplish their tasks. 2. Teachers themselves need to be taught how to read any text (not just those listed under the syllabus) independently and to be able to make their own interpretations of the texts by using critical thinking skills. 3. They also need to be trained how to address the cultural elements of texts to be able to transmit these skills to learners they teach. 4. Curriculum design is a task teachers have to be prepared for. Another skill that teachers need to acquire is the ability to produce their own supplementary materials. 5. In my view, teacher education needs to change in the near future. Some experts say it is too late to begin the changes, as we need new competencies in teaching right now. However, if teacher education in Algeria becomes more practical, flexible and learner-centered, there is a hope that the next generation of language teachers will get the support and skills they need in educational and professional life.
6. We need a generation of teachers who aim at developing learners potentials instead of merely teaching them, who help their students to become autonomous, who provide students with motivation and interest for life-long learning. 7. The responsibility of governments, higher education institutions, and mostly educators is huge in achieving relevant change in the near future. 8. It is not enough for teachers to be masters of their profession; they also have to be the artist of it. They need to be an information technology expert, a technician or/and a photocopy master. 9. Researchers claim that future teachers need to be open towards the needs of the learners; they should be innovative and creative.
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BERBACHE Sami: Interculturalism and Literary Text Reading in EFL / E-mail: ber.sam05dz@yahoo.

Content Drawbacks Learners role Teachers role

Framework of the Cultural Approach

Reading and negotiating Dialogue of cultures (similarities and differences)

Intercultural competence (third culture of the learner)

II.2.1- Historical overview of teaching Literature in EFL

Reader: Psychological, cognitive and experiential processes

Text : structure and content

Author : Intentions and background

Skimming: used to understand the "gist" or main idea

Efferent stance : Act, produce, accumulate

Extensive Reading Public activity Intensive Reading Private Activity

Aesthetic stance : respond, imaginative, interpret

Scanning - used to find a particular piece of information

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Colloque National, Univ-Skikda, Janvier 2012,

Linterculturalite dans Tous Ses Etats

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