Teaching English Through English Literature

Updated on July 7th, 2024

Introduction

The integration of English literature into the realm of English as a Foreign Language (EFL) and English as a Second Language (ESL) teaching presents a fascinating convergence of language mastery and literary appreciation. This blend not only enriches the learning experience but also opens avenues for a deeper understanding of language in its most expressive forms. The use of literature in EFL/ESL settings goes beyond conventional language teaching methodologies, offering a multi-dimensional approach to language learning that is both enriching and comprehensive.

The primary aim of this article is to offer EFL/ESL educators a range of effective methods for incorporating literature into their teaching strategies. By doing so, it seeks to bridge the gap between the mechanical aspects of language learning and the immersive experience that literature provides. The rationale behind this approach is grounded in the belief that literature is not merely a tool for language improvement, but also a means to engage learners in a more profound and meaningful exploration of the English language.

The advantages of incorporating literature in EFL/ESL teaching are manifold. Firstly, literature is a repository of rich, contextual language use, providing learners with authentic examples of vocabulary, grammar, and idiomatic expressions (Lazar, 1993). It also opens a window into the cultural nuances and historical contexts of the English-speaking world, facilitating a deeper cultural understanding among learners. Furthermore, engaging with literature enhances critical thinking skills, as it requires learners to analyze, interpret, and critique texts (Collie & Slater, 1987). These cognitive activities not only aid in developing language proficiency but also encourage students to think more broadly and creatively. Through literature, EFL/ESL students are not just learning a language; they are also experiencing the art of storytelling, the beauty of expression, and the diversity of perspectives that the English language encapsulates.

Theoretical Foundation

Educational Basis for Literature in EFL/ESL

The utilization of literature in English as a Foreign Language (EFL) and English as a Second Language (ESL) education is underpinned by a rich historical and pedagogical foundation. Historically, literature has been a core component of language education, revered not just for its artistic value but also for its efficacy in language instruction. The pedagogical support for integrating literature into EFL/ESL curriculum emerges from its ability to provide a holistic language experience that transcends the confines of conventional language learning (Carter & Long, 1991).

This approach aligns with the Communicative Language Teaching (CLT) methodology, which emphasizes meaningful communication and real-life context as crucial elements of language learning. Literature, with its authentic language use and cultural richness, offers an ideal medium for CLT, allowing students to engage with language in its most natural and vibrant form (Savvidou, 2004). Moreover, the narrative and thematic complexity of literary texts provide a fertile ground for developing a range of linguistic competencies, from vocabulary acquisition to grammar comprehension.

Furthermore, the educational philosophy of the Whole Language Approach also resonates with the use of literature in language teaching. This approach, which advocates for an emphasis on learning language in context, finds its practical application in literary texts where language is embedded in meaningful, culturally rich narratives (Goodman, 1986). Such immersion in authentic language use not only facilitates linguistic acquisition but also deepens learners’ cultural and emotional connection with the language.

Cognitive and Affective Benefits

The integration of literature in EFL/ESL education offers significant cognitive and affective benefits. Cognitively, literature challenges learners to develop higher-order thinking skills such as analysis, synthesis, and evaluation. The interpretative nature of literature requires students to engage in critical thinking and textual analysis, thereby enhancing their cognitive abilities in language processing (Paran, 2008). This engagement with complex texts fosters deep cognitive processing, which is essential for language acquisition and retention.

Effectively, literature has the unique capacity to resonate emotionally with learners. By encountering stories, characters, and scenarios that evoke emotions, students develop a personal connection with the language. This emotional engagement not only increases motivation but also aids in the retention of language structures and vocabulary. As Krashen’s Affective Filter Hypothesis suggests, lower anxiety levels and increased motivation facilitate better language acquisition (Krashen, 1982). Literature, with its ability to captivate and engage, effectively lowers the affective filter, making language learning a more enjoyable and effective process.

The theoretical foundation of using literature in EFL/ESL teaching is robust, and grounded in both historical practice and contemporary educational theories. The cognitive and affective benefits it offers make it an invaluable tool in language education, capable of transforming the language learning experience from a mechanical process to an enriching journey through culture, emotion and thought.

Selecting Suitable Literature

Criteria for Selecting Literature

When choosing literature for EFL/ESL classrooms, several key criteria should be considered to ensure that the texts are not only effective for language learning but also engaging for students. Firstly, the language level of the text is paramount. It is crucial to select literature that aligns with the learners’ proficiency levels. Texts that are too challenging can demotivate students, while those that are too easy may not offer sufficient linguistic or intellectual stimulation (Hill, 1986).

Cultural appropriateness is another essential factor. Literature should be chosen not only for its linguistic value but also for its cultural representation. It should expose students to diverse cultures within the English-speaking world, while also being sensitive to the cultural backgrounds of the learners (McKay, 2002). This approach not only aids language learning but also fosters a broader understanding and respect for cultural diversity.

Additionally, student interests play a significant role in the selection of literature. Engaging students with texts that resonate with their interests and experiences can significantly enhance motivation and investment in the learning process (Day & Bamford, 1998). Literature that connects to students’ lives, aspirations, or curiosities can transform the language learning experience from a task to an exploration.

Variety in Literature

Including a broad range of genres and historical periods in EFL/ESL literature curricula is vital. This variety ensures that students are exposed to different writing styles, narrative structures, and linguistic features. Incorporating various genres such as poetry, short stories, novels, and plays can cater to different learning preferences and keep the curriculum dynamic and engaging (Lazar, 1993).

Moreover, featuring literature from different historical periods allows students to experience the evolution of the English language and its literary expressions. This exposure not only aids in understanding the historical context of language development but also provides a richer and more comprehensive understanding of English literature as a whole.

Recommended Literature

Here is a list of recommended texts, categorized by language proficiency levels:

Beginner Level:

• “Charlotte’s Web” by E.B. White: A novel with simple language and a compelling story, suitable for young learners.
• “The Happy Prince” by Oscar Wilde: A collection of accessible, morally rich short stories.

Intermediate Level:

• “To Kill a Mockingbird” by Harper Lee: Offers complex themes in a relatively accessible language.
• “The Old Man and the Sea” by Ernest Hemingway is known for its straightforward prose and profound narrative.

Advanced Level:

• “Pride and Prejudice” by Jane Austen: Provides insight into early 19th-century English society with rich language.
• “1984” by George Orwell: A complex novel with politically and socially charged themes, suitable for higher language proficiency learners.

By carefully selecting literature according to these criteria and ensuring a diverse range of genres and periods, educators can create an enriching and effective EFL/ESL curriculum that not only teaches English but also instills a love for literature and culture.

Literature-Based Teaching Approaches

Enhancing Reading and Comprehension

Incorporating literature in EFL/ESL classrooms offers a unique opportunity to enhance reading comprehension skills. One effective technique is the use of pre-reading activities, such as predicting story outcomes based on titles or cover illustrations, which stimulate students’ interest and set a purpose for reading (Aebersold & Field, 1997). During reading, guiding questions can be employed to focus students’ attention on key elements like plot, character development, and setting. These questions not only aid comprehension but also encourage students to engage more deeply with the text.

Post-reading activities are equally crucial. Discussions, summaries, and thematic analyses allow students to consolidate their understanding and articulate their interpretations. For more interactive engagement, students can be involved in role-plays or debates on the issues presented in the literature, enhancing their comprehension through active participation.

Language Learning Through Literature

Literature serves as an excellent medium for teaching various aspects of language. For vocabulary development, teachers can use context clues in the text to help students infer the meanings of new words, thus teaching them a valuable language acquisition skill (Schmitt, 2000). Grammar can be taught through literature by highlighting how different grammatical structures are used in context, making abstract rules more concrete and understandable.

Pronunciation practice can also be integrated into literature studies. Reading aloud sessions allow students to hear and practice the rhythm, stress, and intonation patterns of English, with the teacher providing immediate feedback and correction. This practice not only improves pronunciation but also enhances students’ confidence in speaking.

Cultural Understanding and Critical Analysis

Literature is a powerful tool for facilitating cultural understanding and critical analysis. By exposing students to literature from various English-speaking cultures, teachers can provide insights into different cultural norms, values, and historical contexts. This exposure helps students develop a more nuanced understanding of the cultural dimensions of language (Kramsch, 1993).

Critical analysis skills can be honed through literature by encouraging students to examine and interpret themes, motifs, and character motivations. This analytical engagement can be facilitated through activities such as writing critical essays, participating in discussion forums, or creating presentations that explore different aspects of the text. These activities not only develop language skills but also encourage students to think critically and independently.

Literature-based teaching approaches offer a rich and varied landscape for language learning. Through carefully planned activities that focus on reading and comprehension, language learning, and cultural and critical analysis, EFL/ESL educators can create an immersive and intellectually stimulating environment that enhances both language proficiency and literary appreciation.

Classroom Application

Engaging Classroom Activities

Engaging students in the EFL/ESL classroom through literature can be both stimulating and educational. One effective activity is role-playing, where students act out scenes from the literature. This not only aids in understanding character motivations and plot development but also enhances speaking and listening skills. Teachers can assign different roles to students, encouraging them to express themselves in the language of the text, which promotes fluency and comprehension (Wright, 1984).

Literary discussions are another vital activity. Facilitating discussions around themes, characters, or moral dilemmas in the text encourages students to express their opinions and interpretations in English. This activity not only improves speaking and listening skills but also fosters critical thinking and debate skills.

Scene enactments can be a dynamic way to bring literature to life. Students can recreate scenes from the text, focusing on dialogue and non-verbal communication. This activity helps in understanding the text’s context and nuances while providing a platform for students to practice pronunciation and intonation in a creative setting.

Complementary Homework Assignments

Homework assignments are crucial in reinforcing what is learned in class. After role-play sessions, students can be tasked with writing a reflective essay on their character’s perspective or motivations. This assignment reinforces understanding of the character and plot while practicing writing skills.

Following literary discussions, students can be assigned to research and write about the historical or cultural context of the literature. This helps in deepening their understanding of the text and improves research and writing skills.

For scene enactments, students can be encouraged to write alternative endings or additional dialogues for the scenes they performed. This not only stimulates creativity but also allows for further practice in writing and comprehension of the text’s style and language.

Efficient Assessment Methods

Assessing student progress in literature-based lessons should be multifaceted, reflecting the various skills developed through literature study. One effective method is through portfolio assessments, where students compile their written work, such as essays, creative writing, and research papers, providing a comprehensive view of their learning progress (Hamp-Lyons & Condon, 2000).

Oral presentations, where students present their analyses or interpretations of the text, offer a way to assess speaking skills and understanding of the literature. Additionally, traditional tests and quizzes focusing on comprehension, vocabulary, and grammar can also be used to gauge students’ grasp of the language aspects taught through the literature.

In summary, the application of literature in the EFL/ESL classroom, when combined with engaging activities, thoughtful homework assignments, and efficient assessment methods, can create a rich and immersive learning environment. These strategies not only enhance language skills but also deepen students’ appreciation for literature and culture.

Technology Integration

Literature and Digital Tools

The integration of digital tools in the EFL/ESL literature classroom opens up a wealth of opportunities to enhance the learning experience. E-books are an excellent resource, offering easy access to a vast array of literature. They often come with features like built-in dictionaries and annotations, which can greatly aid students in understanding and engaging with the text (Larson, 2009). Audiobooks, another valuable tool, can be particularly beneficial for improving listening skills and pronunciation. They provide students with exposure to different accents and dialects in English, enhancing their listening comprehension and speaking abilities.

Online literary forums and discussion boards offer platforms for students to engage with peers and broader communities. These forums can be used for sharing interpretations, conducting discussions, and even collaborating on projects related to the literature being studied. This interaction not only enhances understanding of the text but also provides real-life language practice and develops digital literacy skills.

Blended Learning Techniques

Blended learning, which combines traditional classroom methods with online learning, can significantly enrich the literature learning experience in EFL/ESL settings. Teachers can use classroom time for interactive activities like discussions and role-plays while leveraging online platforms for supplementary materials, such as video lectures on literary analysis, interactive quizzes on comprehension, and digital platforms for collaborative writing (Garrison & Kanuka, 2004).

This approach allows for a more personalized learning experience. Students can work at their own pace on digital platforms, revisiting concepts and engaging with the material in a way that suits their learning style. Additionally, the use of online resources can provide continuous and immediate feedback, an essential component for effective language learning.

The integration of technology in literature-based EFL/ESL teaching not only makes literature more accessible and engaging but also enhances the overall learning experience by providing diverse, interactive, and personalized learning opportunities.

Overcoming Challenges

Addressing Common Hurdles

Integrating literature into EFL/ESL teaching is not without its challenges. One of the primary issues faced by educators is the mixed language abilities within a classroom. This disparity can make it difficult to select texts that are appropriately challenging and engaging for all students. Additionally, a lack of interest in literature is another hurdle, as students might find literary texts unrelatable or too complex, leading to disengagement.

Practical Solutions

To address the challenge of mixed language abilities, differentiated instruction is key. Teachers can provide varied supplemental materials or tasks that cater to different proficiency levels. For example, while advanced students might work on in-depth literary analysis, beginners could focus on understanding the basic plot and character descriptions. This approach ensures that each student is engaged at a level appropriate to their skills (Tomlinson, 2001).

Another strategy is to use graded readers, which are adaptations of literary texts at various levels of language complexity. These can provide a more accessible entry point into literature for lower-level learners, gradually building their confidence and interest in exploring more complex texts.

To tackle the issue of disinterest in literature, it’s crucial to select texts that are relevant and engaging to the students. Teachers can involve students in the selection process, perhaps through a class survey, to identify themes or genres that resonate with them. Integrating multimedia elements, such as film adaptations or audio dramatizations, can also make literature more appealing and relatable.

Moreover, connecting the themes of the literary texts to contemporary issues or students’ personal experiences can increase engagement. When students see the relevance of literature to their own lives or the wider world, they are more likely to develop an interest in it.

While there are challenges in using literature in EFL/ESL classrooms, these can be effectively addressed through differentiated instruction, the use of graded readers, careful selection of texts, and the integration of multimedia and relevant themes. These strategies can help create a more inclusive, engaging, and enriching literature-based language learning experience.

Conclusion

In recapitulating the essential insights from this exploration into the use of literature in EFL/ESL teaching, it becomes evident that literature is not merely a tool for enhancing language proficiency, but a rich, multifaceted resource that brings depth and vibrancy to the language learning process. Literature opens up a world where language is not only learned but also experienced in its most expressive and nuanced forms. The key benefits of integrating literature into EFL/ESL classrooms include enhanced reading comprehension, improved language skills in grammar, vocabulary, and pronunciation, and an enriched understanding of cultural contexts.

The approaches discussed—from selecting appropriate literature to implementing engaging classroom activities, complementing these with effective homework assignments, and integrating technology—collectively contribute to creating a dynamic and stimulating learning environment. By adopting these strategies, educators can cater to a diverse range of learning styles and proficiency levels, making the study of literature both accessible and engaging for all students.

This article serves as an encouragement for EFL/ESL educators to incorporate literature into their teaching repertoire. The journey of teaching English through literature is not only about imparting language skills but also about igniting a passion for language, culture, and the timeless art of storytelling. As educators, embracing this approach can transform the conventional language classroom into a space of exploration, imagination, and profound learning. It is an invitation to embark on a journey that transcends linguistic boundaries, opening up a world of possibilities for both teacher and learner alike in the fascinating landscape of language education.

Additional Resources

For educators seeking to extend their understanding and application of literature in EFL/ESL teaching, a wealth of resources is available:

Extended Learning:

• “The Practice of English Language Teaching” by Jeremy Harmer: This book provides comprehensive insights into various aspects of language teaching, including the use of literature.
• JSTOR and ERIC databases: These academic databases offer access to numerous scholarly articles on language teaching methodologies, including those involving literature.
• British Council Teaching English website: A valuable online resource with articles, lesson plans, and webinars specifically tailored for English language teachers.

Professional Development:

• TESOL International Association: Offers webinars and online courses, including topics on integrating literature into language instruction.
• Coursera and EdX: These online platforms provide courses on language teaching and literature from universities worldwide, allowing educators to deepen their expertise from the comfort of their homes.
• Annual IATEFL Conference: This international conference often features workshops and presentations on innovative approaches to language teaching, including the use of literature.

These resources not only offer a deeper dive into the theoretical and practical aspects of using literature in language teaching but also provide opportunities for professional growth and community engagement within the field of EFL/ESL education.

Appendix

Classwork to Homework Alignment

This alignment of classwork and homework activities ensures that students are consistently engaged with the literature, allowing them to apply and expand upon the concepts learned in the classroom.

References:

Aebersold, J. A., & Field, M. L. (1997). From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. Cambridge University Press.

Carter, R., & Long, M. N. (1991). Teaching Literature. Longman.

Clark, D. (1989). Communicative Theory and Its Influence on Materials Production. Language Teaching, 22(2), 73-86.

Collie, J., & Slater, S. (1987). Literature in the Language Classroom. Cambridge University Press.

Day, R. R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge University Press.

Garrison, D. R., & Kanuka, H. (2004). Blended Learning: Uncovering Its Transformative Potential in Higher Education. The Internet and Higher Education, 7(2), 95-105.

Goodman, K. S. (1986). What’s Whole in Whole Language. Heinemann.

Hamp-Lyons, L., & Condon, W. (2000). Assessing the Portfolio: Principles for Practice, Theory, and Research. Hampton Press.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.

Larson, L. C. (2009). E-Reading and E-Responding: New Tools for the Next Generation of Readers. Journal of Adolescent & Adult Literacy, 53(3), 255-258.

Lazar, G. (1993). Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge University Press.

McKay, S. L. (2002). Teaching English as an International Language. Oxford University Press.

Paran, A. (2008). The Role of Literature in Instructed Foreign Language Learning and Teaching: An Evidence-Based Survey. Language Teaching, 41(4), 465-496.

Savvidou, C. (2004). An Integrated Approach to Teaching Literature in the EFL Classroom. The Internet TESL Journal, X(12).

Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge University Press.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Association for Supervision and Curriculum Development.

Wright, A. (1984). Role Play. Heinemann.