1. Why Literature. Literature In The Classroom

SECTION 1: LITERATURE IN THE CLASSROOM

Why literature?

  • Historical context of literature in English teaching: Considered essential for educated individuals.

  • Shift in focus: More emphasis on practical language skills over literature in recent decades.

  • Previous neglect of literature teaching led to a need for justification of its inclusion in curriculums.

  • Changes in the 1980s sparked a re-evaluation of literature’s role in language teaching, with discussions gaining momentum in professional forums.

Why teach literature?

  • Fundamental question arising from the neglect and re-introduction of literature in language classrooms.

Three models for teaching literature:

  1. The Cultural Model

    • Focuses on literature as a reflection of a culture's accumulated wisdom and emotional depth.

    • Literature offers insight into diverse cultures, ideologies, and human experiences that students may not directly encounter.

    • Engaging with literature fosters a deeper appreciation of the heritage and artistic expression of different cultures.

  2. The Language Model

    • Justifies literature as a tool for language development.

    • Misinterpretation may occur when literature is seen merely as a vehicle for vocabulary and grammar without genuine engagement.

    • Encourages understanding complex language use and enriches students’ appreciation of creativity in language.

  3. The Personal Growth Model

    • Aims to instill a lasting love for literature that transcends the classroom experience.

    • Encourages students to actively engage with texts emotionally and intellectually.

    • Teachers’ role involves selecting texts that resonate personally with students and fostering inviting classroom conditions.

Distinction between study and use of literature

  • Study of Literature: Involves academic reading with an aim for qualifications, often laden with critical theories and conventions.

    • Encourages an analytical perspective but may detract from personal engagement with the text.

  • Using Literature as a Resource: A less formal approach focusing on personal growth and language skills without extensive academic baggage.

    • Aims to cultivate sensitivity and self-awareness through literature rather than purely theoretical understanding.

Pros and Cons of Approaches to Literature in the Classroom

  1. Knowledge About Literature versus Knowledge of Literature

    • Knowledge about literature: Accumulation of facts can hinder personal interpretations.

    • Knowledge of literature: Based on enjoyment and personal connection to texts promotes a more responsive reading experience.

  2. Breadth vs. Depth of Curriculum

    • Breadth approach: Familiarizes students with various literary forms, fostering a range of responses.

    • Depth approach: Focuses on a handful of texts, encouraging close reading and analysis, which may lead to greater fluency in understanding.

  3. Literary Competence

    • Links language proficiency to literary understanding.

    • Good readers can relate texts to personal experiences and broader literary traditions, enhancing their engagement with both the text and language.

Language-based Approaches to Literature

  • Emphasis on a creative engagement with texts rather than treating them as static products of literary conventions.

  • Encourages teacher-student collaboration, developing responses that go beyond prescriptive analysis.

  • Using varied classroom strategies (group work, creative writing) to foster personal connections with texts.

Conclusion: The Importance of Literature in Language Education

  • Reflects on the various teaching models and approaches, underscoring the need for responsive, student-centered engagements with literature.

  • Highlights that the ultimate aim of teaching literature should be to cultivate pleasure and stimulate personal development in conjunction with language skills.