LITERATURE AND LANGUAGE TEACHING: A GUIDE FOR TEACHERS AND TRAINERS Free Download

Literature and Language Teaching : Gillian Lazar : . Literature and Language Teaching: A Guide for Teachers and Trainers by Gillian Lazar.
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Gillian Lazar
284 pages
CAMBRIDGE UNIVERSITY PRESS
9780521406512
English
Cambridge, United Kingdom
Literature and Language Teaching: A Guide for Teachers and Trainers
Literature is 'feelings' and 'thoughts' in black and white. ON OFF. Rather we should use the text as the basis for generating discussion, controversy
and critical thinking in the classroom. It is suitable for teacher trainers, teacher development groups or teachers working on their own. They will
soon be leaving the college to look for work. Below are four questions connected with this approach to using literature with the language learner.
This very useful skill can then be transferred to other situations where students need to make an interpretation based on implicit or unstated
evidence. In this section we explore this idea further and consider any classroom implications arising from it. How would you make it relevant to
them, so that they feel motivated using it in the classroom? For a useful book on this topic and its application to the classroom see Tribble and
Jones This seems absurd in an age in which English is an international language. Consider whether any of these comments reflect your own
situation. Read it, and then write a very brief paragraph not more than 50 words describing what you think the poem is about. Just because we're
deaf, it doesn't mean we've nothing between our ears. It has not been possible to identify the sources of all the material used and in such cases the
publishers would welcome information from copyright owners. Enlarge cover. Practical language is used for acts of communication, while literary
language has no practical function at all and simply makes us see differently. It is all very well to argue that the meaning of a literary text can never
be fixed, but try telling that to my students! My refusal to provide this interpretation is seen as mean and wilful. ISBN pb I. She looked at me
closely. How do the texts link with the rest of the syllabus? Paperback or Softback. Two children were at school. Finally, you may well ask
yourself whether the text is too specialised in its language to be relevant to the type of language the students require to learn on the course. An
example might be asking students to make predictions about what will happen next at key points in a short story Brumfit and Carter, , p. Scott
Fitzgerald, The Great Gatsby, p. In this section, we suggest some criteria for assessing and evaluating books and materials. This is because every
teaching situation is different, every literary text is different and every theory explaining literature itself or how to use it in the classroom is different.
L34 In the next four sections of this chapter we will discuss in more detail the possible approaches to using literature with the language learner
which were delineated in Section 2. Hegemb rated it liked it Apr 21, The first one has been done for you. This obviously poses a problem for
students - to what extent will they be confused or misled by studying deviant rather than normal language, and how far is this a useful activity for
them? Rossner, R. Is the layout clear and attractive? Betsy Parrish. What kinds of tasks and activities can you devise to exploit the text? Accept all
Manage Cookies. May tide and weather 10 wait for your coming and may you grow strong to break all webs of my weaving. Suharti Azis rated it
it was amazing May 03, Do you think this has any implications for using literature with the language learner? In Veronica Zundel ed. More
information about this seller Contact this seller 8. Neymarz Fc rose rated it it was amazing Nov 05, Opportunities for student participation and
personalisation. Can you suggest any reasons for this? Cousin Nwankechukukere just changed her name to 'Nwa'. They will feel empowered by
their ability to grapple with the text and its language, and to relate it to the values and traditions of their own society. Literature and Language
Teaching is for teachers and trainers who want to incorporate literature into the language classroom. Which information did you find irrelevant or
distracting? Alive to Language Valerie Arndt. For a brief discussion of the socio-political implications of this fact see Crystal , Chapter 1. For most
teachers this is the compelling goal when selecting and designing materials, and there is not really sufficient time to think about critical theory as
well. After completing this task, thev compare their text with the original. Stylistic analysis can also provide a way of comparing different types of
texts whether literary or non-literary in order to ascertain how they fulfil different social functions. Can you think of any ways of overcoming the
problems she describes? Task 19 W"9 Think about the two poems above. What is distinctive about the language of literature? Or am I blind?
Hussain got into a routine of being ready for her, terrified of what might happen if she became angry again. Then look at the following
questionnaire. Or do we define culture as the discernment and knowledge traditionally possessed by the well- educated, enlightened and cultivated
native speaker which is passed on in 'good literature'? This book aims to help you develop a thoughtful and principled approach to using litera- ture
in the language classroom by asking you to think about some of the issues and debates which have arisen on this subject. Alterna- tively, you could:
- Give students a list of certain literary texts with a brief summary of their content, and ask students to select the ones they would like to study. The
spine remains undamaged. If so, why not write down some of these questions, queries or points for discussion?

Literature and Language Teaching a Guide for Teachers and Trainers

Institutions e. We could refer to such a list when using literary texts with our students in order to anticipate some of the cultural problems students
might experience when reading the text. He was born in Florence in But you may also find yourself using some of the ideas in this section for
thinking about materials produced by yourself or your colleagues. Search Within These Results:. About this Item: Cambridge University Press ,
Who she was, where she came from and what kind of love of animals this was that brought her out in the afternoon sun when most other women of
her class still drowsed in darkened rooms. Some examples of books published which use literature with the language learner can be found in the
Bibliography at the back of the book. Note down any skills connected with understanding and interpreting a play that you would like your learners
to acquire over the year. ON OFF. Students begin to prepare own descriptions of their Students compare two Teacher elicits vocabulary, town
for homework. Ousby; Longman Group Ltd for the extract on p. From this analysis it was concluded that reading comprehension is a function of
cultural background knowledge. Since literary language is not completely different or separate from other kinds of language a there is no real point
in using literature with language students. This book is intended very much as a starting point for teachers If you find yourself wanting to explore a
particular area in greater depth, then you might look at the 'Suggestions for Further Reading' at the end of each chapter. But this book also
suggests a few ways of using literature with students at lower levels too see Sections 6. As a teacher or trainer you may have a background in
literary studies, but be uncertain of how to use this when teaching a language. The Edinburgh Course in Applied Linguistics, 3. Write down at least
three techniques or activities that you use frequently in your teaching. In other words, using literature with our students may enable them to gain
useful and often surprising perceptions about how the members of a society might describe or evaluate their experiences. Seller Inventory Task 6
Here are a number of fairly typical language-based activities which make use of a literary text in the classroom. If so, to what end? You will notice
that Chapter 8 consists largely of observation sheets designed to help you think about your lessons using literature, both before and after the
lesson. If so, you were implicitly drawing on certain conventions about how a poem is to be read and understood. About this Item: Cambridge
University Press, The two older children, on whom Mr Biswas might have depended, were both abroad on scholarships. And in the context of a
novel or short story this may even help students to interpret its underlying themes more easily. Students may expect to know the terminology, and
will feel frustrated if they lack the means to acquire and use it, especially if they are expected to be familiar with it in exams, etc. Asking students to
retell short stories from their own culture, for example, before getting them to read an authentic story in English on a similar theme, could be highly
motivating. Publisher overstock copy. Background information which might be provided - biographical information about the author - historical or
mythological events or characters to which a text refers - philosophical, religious or political ideas debated or discussed in a text - places, objects
 or other texts referred to in a text - either directly or indirectly - genre of the text - relationship of the text to the literary movements of its time -
historical, political or social background against which the text was written - distinct features of the author's style. Most language teachers are
familiar with Chomsky's notion of 'gram- matical competence'. Are students given adequate cultural, historical or literary backround information to
make sense of the texts? Cancel Save settings. Gower and M. If not, we need to find ways of engendering the necessary competence. Gillian
Lazar. Literary terminology provides students with the tools for identifying distinctive features in a literary text and so appreciating it more fully.
Task 3 Read the statements and decide which one is closest to your own views on this subject. Pages and cover are clean and intact. My uncle
said that he would not object to having him as a son-in-law. Thou shouldst be living at this hour. This seems absurd in an age in which English is an
international language. Review quote "'Literature and Language Teaching' is a valuable resource for teachers Light wear to cover includes bumps,
dings, scuffs. No Jacket. There are other factors as well which can influence our choice of texts. Perhaps you are bound by a syllabus which sets
out what literary texts you have to use with your students even though you can design the tasks to exploit these texts your- self. They screen the
street scene during the day and add to the impression of space given by the light walls and modern furniture. Materials and activities 1. Each
chapter of the book is designed to be relatively self-contained, although certain themes or ideas recur throughout the book.