Literature Course in Language Teaching
Approaches to Using Literature
with Language Learners
Presented by group 7
Group
Members
1) Zahratul Aini Musyarofah
23020330187
2) Dihyana Nuha Kriatdevi
23020330181
3) Dinda Fatimah
23020330196
Presentation
Outline
Introduction
Key Concepts
The Approach
Classroom Strategies
Case Study Example
Common Problem and Solution
Conclusion
Why literature ?
Literature teaches grammar and vocabulary
in context (Lazar, 1993) and builds empathy
by exploring character’s lives (Rosenblatt,
1995)
Literature is often avoided in
EFL classrooms?
LINGUISTIC ACCURACY ≠ COMMUNICATIVE COMPETENCE
Teacher traditionally focus on grammar, vocabulary, and standard
language forms. However, learners still struggle with nuances,
creativity, and cultural context in real-world language use
Introduction
to the Approaches to Using Literature with Language Learners
What is an approach?
An approach is a way of looking at teaching and learning.
An approach gives rise to methods, the way of teaching
something, which use classroom activities or techniques to
help students learn.
Approaches to using literature refer to the different ways teacher
select, present, work with literary texts in the language classroom.
Easy
Approaches
Language Detective (Stylistic Approach):
“Look at HOW the author writes. For example, why does Dr. Seuss
rhyme?” (Short, 1996).
Your Opinion Matters (Reader-Response):
“Ask students: ‘How would YOU feel if you were Cinderella?’”
(Rosenblatt, 1995).
Learn by Doing (Task-Based):
“Turn reading into an activity, like rewriting the ending of Snow
White!” (Ellis, 2003).
Easy
Approaches
Culture Explorer (Cultural Model):
“Discuss traditions in the story. Example: Why do Indian folktales
focus on family?” (Kramsch, 1993).
Grammar Guru (Language Model):
Teach grammar rules using sentences from Harry Potter.” (Duff &
Maley, 2007).
Key Concepts
1. Literature is viewed as an authentic material with emotional and aesthetic value.
2. The meaning of a literary text is not fixed, but is shaped by the interaction between
the reader and the text.
3. Literary texts are valuable for developing vocabulary, grammar, and understanding
how texts are organized.
4. Literature encourages students to interact with texts, share their interpretations, and
discuss their feelings and ideas, making learning more engaging and interactive.
The Approaches
According to Carter and Long (1991):
The Cultural Model The Language Model The Personal
Growth Model
Focus on understanding Using texts to teach Connecting texts to
the cultural, historical, or vocabulary, grammar, or learners’ lives and emotion
social context of a text. stylistic features like (e.g., writing a diary entry
(e.g., studying a novel to analyzing metaphors in a from a character’s
learn about British poem perspective)
colonialism)
The Approaches
According to Carter and Long (1991):
The Cultural Model The Language Model The Personal
Growth Model
Viewing literature as a Literature as a Combines language and
cultural artefact. material for studying cultural understanding.
Focus on the social, Encourages students to share
language features. feelings and personal opinions
political, historical, and
Focus on linguistic about the text.
literary context of the Helps learners connect the
text. aspects: literal and
text to their own experiences.
Helps students figurative language, Supports deeper meaning and
understand different language style, etc. personal interpretation.
cultures and ideas.
Classroom
Strategies
Reader Response Activities
Scaffolded Reading Techniques
Collaborative Interpretation Activities
Language-Focused Explorations
classroom strategies
Reader Response Activities Scaffolded Reading Techniques
Students maintain ongoing written Introducing key vocabulary before reading to
conversations with teachers or peers about reduce comprehension barriers can also be
their reading experiences and interpretations done Breaking the text into manageable
then we can use interview techniques where chunks with comprehension checks between
Learners take on the role of a character from the chunks and we can also ask questions that
a literary text and answer questions in focus attention on specific language features
character or narrative elements.
classroom strategies
Collaborative Interpretation Language-Focused
Activities Explorations
make Small groups of students here we can direct Students
discuss different aspects of the identify and categorize Analyze how
text (vocabulary, cultural context, grammatical structures function in
plot analysis). Groups recreate the texts such as Examine the author's
story in simplified language or from language choices and their effect
a different perspective on meaning
Case
Study
Example
The final assignment involved
The students are
creating a multimedia presentation
The groups met
divided into four weekly to discuss analyzing so The students
groups to read their reading from developed critical thinking skills
different short stories the assigned while using the target language. the
from Jhumpa Lahiri. perspective. different roles ensured balanced
participation and a focus on
different aspects of the language.
student role
discussion leader, vocabulary finder,
cultural liaison, or reading master
Common Problem
Differences in Ability Level
Students vary in language ability, making
literary texts difficult to understand.
Teacher Ignorance
Lack of teacher understanding of students'
specific needs.
Difficulties of Classical Literature
Classical texts are often too complex and
irrelevant for students.
Solutions
Differentiating tasks according to student ability,
peer support, and simplifying tasks
Attending teacher training and asking
for student feedback
Use relatable stories while providing
background context.
bla
aliqua
imp
Conclusions
Literature serves as a powerful tool in language teaching, enriching
learners' understanding of grammar, vocabulary, and cultural
context while fostering empathy and critical thinking. By
employing diverse approaches—such as the Cultural, Language,
and Personal Growth models—teachers can make literary texts
accessible and engaging for all students.
Literature is a "powerful pedagogic
tool" for holistic language learning.
Reflective
Question
1.Should teachers prioritize “easier” modern texts over clasical
literature? Justify your view.
2.What Classroom strategy (e.g., reader-response, task-based)
would you prioritize for a mixed-ability class? why?
3.How might you adress student resistance to literature in an EFL
setting?
References
1.Savvidou, C. (2004): Argues for integrating literature to develop
both language and critical skills.
2.Carter & Long (1991): Outline the Cultural, Language, and
Personal Growth models.
3.Duff & Maley (1990): Emphasize motivation and enjoyment in
literature-based learning.
4.
Thank
You
Any Question?
