Content Page

Introduction .............................................................................................................................. 2
Objectives................................................................................................................................. 2
General Objective...................................................................................................................... 2
Specific Objectives .................................................................................................................... 2
Literature in ELT....................................................................................................................... 3
Definition of literature ............................................................................................................... 3
Use literature in the ELT classroom............................................................................................ 3
How can literary texts be used.................................................................................................... 5
Conclusion................................................................................................................................ 6
References ................................................................................................................................ 7
Introduction

The use of literature was the ultimate goal in the language classroom when the grammar-
translation method was popular in language teaching. In the 1960s and 1970s the use of
literature in the language classroom lost its prestige because the grammar-translation
method fell into disuse. The wide spread assumption was that literature was complex hence
only linguistically competent learners were able to understand it. However, in the 1970s
and 1980s literature emerged as a contributing force in language teaching and since then it
has been used in the language classroom to promote language proficiency development.
Although its incorporation in language teaching is still a matter of debate today, literature
has the potential to foster language learning. Literature is a potentially worthwhile source to
help learners with language development, cultural improvement and personal growth.

Objectives

General Objective

 To know the importance of using literary text in English Language Classes;

Specific Objectives

 To identify the importance of using literary text in English Language Classes;

 To mention ways of using literary text in English Language Classes;

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Literature in ELT

The use of literature in the ELT classroom is enjoying a revival for a number of reasons.
Having formed part of traditional language teaching approaches, literature became less
popular when language teaching and learning started to focus on the functional use of
language. However, the role of literature in the ELT classroom has been re-assessed and
many now view literary texts as providing rich linguistic input, effective stimuli for
students to express themselves in other languages and a potential source of learner
motivation.

Definition of literature

John McRae (1994) distinguishes between literature with a capital L - the classical texts
e.g. Shakespeare, Dickens - and literature with a small l, which refers to popular fiction,
fables and song lyrics. The literature used in ELT classrooms today is no longer restricted
to canonical texts from certain countries e.g. UK, USA, but includes the work of writers
from a diverse range of countries and cultures using different forms of English.

Literary texts can be studied in their original forms or in simplified or abridged versions.
An increasing number of stories in English are written specifically for learners of other
languages. The types of literary texts that can be studied inside and outside the ELT
classroom include:

1 Short stories

2 Poems

3 Novels

4 Plays

5 Song Lyrics

Use literature in the ELT classroom

Literary texts provide opportunities for multi-sensorial classroom experiences and can
appeal to learners with different learning styles. Texts can be supplemented by audio-texts,
music CDs, film clips, podcasts, all of which enhance even further the richness of the
sensory input that students receive.

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Literary texts offer a rich source of linguistic input and can help learners to practice the
four skills - speaking, listening, reading and writing - in addition to exemplifying
grammatical structures and presenting new vocabulary.

Literature can help learners to develop their understanding of other cultures, awareness of
‘difference' and to develop tolerance and understanding. At the same time literary texts can
deal with universal themes such as love, war and loss that are not always covered in the
sanitized world of course books.

Literary texts are representational rather than referential (McRae, 1994). Referential
language communicates at only one level and tends to be informational. The
representational language of literary texts involves the learners and engages their emotions,
as well as their cognitive faculties. Literary works help learners to use their imagination,
enhance their empathy for others and lead them to develop their own creativity. They also
give students the chance to learn about literary devices that occur in other genres e.g.
advertising.

Literature lessons can lead to public displays of student output through posters of student
creations e.g. poems, stories or through performances of plays. So for a variety of
linguistic, cultural and personal growth reasons, literary texts can be more motivating than
the referential ones often used in classrooms.

What are some of the challenges to be faced when using literature in the classroom?
Literary texts can present teachers and learners with a number of difficulties including:

 Text selection - texts need to be chosen that have relevance and interest to learners.
 Linguistic difficulty - texts need to be appropriate to the level of the students'
comprehension.
 Length - shorter texts may be easier to use within the class time available, but
longer texts provide more contextual details, and development of character and plot.
 Cultural difficulty - texts should not be so culturally dense that outsiders feel
excluded from understanding essential meaning.
 Cultural appropriacy - learners should not be offended by textual content.

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Duff and Maley (2007) stress that teachers can cope with many of the challenges that
literary texts present, if they ask a series of questions to assess the suitability of texts for
any particular group of learners:

 Is the subject matter likely to interest this group?

 Is the language level appropriate?
 Is it the right length for the time available?
 Does it require much cultural or literary background knowledge?
 Is it culturally offensive in any way?
 Can it be easily exploited for language learning purposes?

Duff and Maley (2007) also emphasize the importance of varying task difficulty as well as
text difficulty:

 Level 1 Simple text + low level task

 Level 2 Simple text + more demanding task
 Level 3 Difficult text + low level task
 Level 4 Difficult text + more demanding task

How can literary texts be used

Teachers can exploit literary texts in a large number of ways in the classroom. Classroom
work with literary works may involve pre-reading tasks, interactive work on the text and
follow up activities.

Pulverness (2003) provides some useful advice: Maximize pre-reading support. Teachers
can introduce the topic or theme of the text, pre-teach essential vocabulary items and use
prediction tasks to arouse the interest and curiosity of students.

 Minimize the extent to which the teacher disturbs students' reading.

 Draw attention to stylistic peculiarity.
 Help students to appreciate the ways that writers use language to achieve particular
effects.
 Provide frameworks for creative response.
 Invite learners to step into the shoes of the writer or invite them to modify, extend
or add to a text.

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Conclusion
In a nutshell, although its incorporation in language teaching is still a matter of debate
today, literature has the potential to foster language learning. Literature is a potentially
worthwhile source to help learners with language development, cultural improvement and
personal growth. This article explores the benefits of using literature in the language
classroom. More specifically, the article focuses on the contributions of literature to
language acquisition.

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References

 Duff, A & Maley, A (2007) Literature (Resource Books for Teachers), Oxford
University Press.
 Maley, A (2001) ‘Literature in the language classroom' in The Cambridge Guide to
Teaching ESOL, Cambridge University Press.
 McRae, J (1994) Literature with a small 'l', Macmillan Education.
 Pulverness, A ( 2003) ‘Literature' in English Teaching Professional, October, Issue
29, Modern English Publishing