MODELS OF TEACHING LITERATURE
Knowledge of literature is expressed in terms of pleasure and enjoyment.
Different models are suggested for teaching literature to ESL or EFL students.
o These models determine how teachers use literary texts in the classroom.
o Each model differs in terms of focus on the text.
CULTURAL MODEL
The cultural model views a literary text as a product of a specific community or culture.
o It serves as a source of information about the target culture.
o Through literature, students can learn about the behavior of a particular group of
people.
This model is traditional and often used in universities and colleges.
o Students read a text and examine its social, political, and historical background.
o The purpose is to help students understand other cultures.
LANGUAGE MODEL
The language model is a common approach in ESL or EFL classrooms.
o It seeks closer integration between language and culture.
o Literature acts as a channel to enhance language proficiency.
It provides linguistic practice through a series of activities orchestrated by the teacher.
o Activities may include reciting poems to enhance pronunciation and pacing.
o The focus is on the use of language in its aesthetic and creative forms.
Teaching Grammar through Literature (10:05 - 20:05)
Use literary pieces to teach grammar.
o A short story can serve as a springboard for teaching grammar.
o Short stories follow grammatical structures and can be composed of services and
paragraphs.
Incorporate various activities in class.
o Activities include close procedures, prediction exercises, and jumbled sentences.
o These activities help test students' understanding of grammar.
Reductive Approach to Literature
The model described by Carter and Macrae is reductive.
o Activities may be disconnected from the literary goal.
o Literature is used as a means of teaching language.
Literature can be applied to any text.
o Teachers can use poems or short stories to teach language proficiency.
STYLISTIC ANALYSIS
Stylistic analysis involves close study of linguistic features.
o It helps determine the register and type of the text.
o Enables students to make meaningful interpretations of the text.
Aids in developing linguistic and literary competence.
o Focuses on understanding the complexities of language.
PERSONAL GROWTH MODEL
The personal growth model bridges cultural and language models.
o It emphasizes the particular use of language in texts within cultural contexts.
o Aims to develop holistic individuals.
Encourages students to connect literature to their lives.
o Seeks opportunities for students to relate to themes and issues.
o Helps students grow in perspective regarding life's complexities.
Purpose of Teaching Literature
The goal is to instill a love for literature.
o Students should relate literature to their personal lives.
o Encourages a wider perspective on realities.
Emphasizes the interaction between the reader and the text.
o The text provides direction for readers to construct meaning.
o Personal experiences enrich the reading experience.
Lifelong Engagement with Literature
Teaching should extend beyond the classroom.
o Students should experience literature outside the classroom walls.
o Lifelong experiences will motivate students to grow.
Literature serves to enlighten and motivate students.
o It addresses emotions, love, and hatred.
o Engaging texts can make reading enjoyable and responsive.
INTEGRATED MODEL OF LITERATURE
Main reasons for integrating literature elements
o Linguistic
o Methodological
o Motivational
Linguistic Aspects
Literature encompasses a wide range of styles, registers, and text types
o Requires critical thinking
o Demands deeper understanding beyond literal meanings
Methodological Aspects
Literature is open to multiple interpretations
o Depends on the analytical approach used
o Offers various strategies for meaning-making
Motivational Aspects
Literary texts prioritize the enjoyment of reading
o Aim for students to enjoy and have meaningful experiences
o Encourage sharing personal experiences related to the text
