TEFL Yuncheng

Historically, literature was very important in teaching language. One of the earliest methods of teaching (the classical method/approach) involved direct translation of a text into the learner’s native language. As more research was done on the process of language learning, literature began to fall out of favor. The Communicative Approach, the Silent Way, Suggestopedia and other methods focused on using language in a real life context and using student to student interaction to foster communication in the new language. These methods dominated language teaching for many years. Fortunately, literature has slowly begun to find a place again in the esl classroom. Indeed, when teachers use the appropriate methods, literature can be used in a communicative way to foster language skills and create language fluency. Literature can: create student motivation to learn; educate students about new cultures; teach grammar and structure; encourage expression of experiences; enhance reading skills; foster critical thinking skills; create discourse; and be adapted to fit the levels, interests and needs of the students. When used properly it can be a potent tool in language classes. The difficult part is choosing the appropriate literature teaching strategies, as there are several. The main approaches that are useful for esl classes are the Language Based Approach, Literature for Personal Enrichment/Growth, the Aesthetic Approach and the Efferent Approach. The Language Based Approach focuses on language provided in the text. In this case, literature provides a great variety of examples of styles, formats and constructions. The goal is to increase awareness of language which will increase the students’ ability to enjoy and make meaningful evaluations of the literature. The Literature for Personal Growth Model focuses on literature as a resource for developing language skills and literary competency. The goal is to encourage students to enjoy reading, which then motivates them to express their own emotions and experiences. In this case, the students interact on a personal level with the text and the language. The Aesthetic Approach is similar to the Personal Growth Model in that it fosters a personal connection to the text. Here, the text is seen as something that is brought alive by the reader. Students are encouraged to make connections to the story and their personal experiences. Like the Personal Growth Model, there is an emotional appeal for readers to become involved with and interact with the story itself. The Efferent Reading Approach is more aligned to the Language Based Approach. This method focuses on what readers can learn from the text. It focuses on comprehension of the ideas introduced in the text and the structures the author uses in the text. There is no single way of combining the methods to optimize using literature in language classes. Some studies suggest that the Aesthetic or Personal Growth Model should be used first. This allows students to create a connection with the text, again motivating them to learn. Once the connection is made and the students prior knowledge is activated then the teacher can focus on more language based activities. Some teachers believe that the language should be discussed first. Then students should move towards the more analytical processes. Here they look at the language of the story and how that language creates the experience for the reader. Once that is covered, students address the connection itself, discussing their responses to the text and what they gained from the text. Either process can work, as long as a few ideas are constant. First the teacher needs to have a clear picture of the goals and the needs of the class. Then, proper texts can be chosen for students to read. Next, the class should be student centered with students discovering the needed information. Finally, students must make a connection to the text – by interacting with the text and the teacher. Once that connection is made, many activities can be created according to the goal of the class. Ultimately, it has been shown that literature can be used successfully to teach esl students english. Literature can be used as a resource, a medium for teaching or a springboard for activity ideas. With proper use, it can foster language skills, encourage critical thinking and improve fluency. By extension, students will be more successful in learning and using language. The key is to use an integrated approach to teaching literature. A combination of a language based approach and a personal growth approach creates the optimal literature based language learning experience. References: Gajdusek, Linda. “Toward Wider Use of Literature in esl: Why and How?” tesol Quarterly 22.2 (1998): 227-256. Electronic copy. Hi?mano?lu, Murat. “Teaching english Through Literature.” Journal of Language and Linguistic Studies.” 1.1 (2008). Electronic copy. McKay, Sandra.”Literature in the Classroom.” tesol Quarterly 16.4 (1982): 529-236. Print. Mujumdar, Smita. “Teaching english Language and Literature in a Non-Native Context.” Language in india 10.6 (2010). Electronic Copy