Aaron A.

Rayton
Danica Mae Rempis

END ED 24 – TEACHING AND ASSESSMENT OF LITEARURE

MODELS OF TEACHING LITERATURE:

THE LANGUAGE MODEL;
THE CUTLURAL MODEL; and
THE PERSONAL GROWTH MODEL.

Objectives
at the end of the lesson the students are able to:

● define the 3 models of teaching literature;

● differentiate the 3 models of teaching literature; and

● use these models effectively in teaching literature.

MODELS
According to Carter and Long there are different models in teaching literature,
-different models are suggested in teaching literature to an ESL or EFL students and these
models determine and how teachers, use literary text in the classroom
in teaching the students. Each model differs in terms of the focus on the text.

The three models of teaching literature;

1. CULTURAL MODEL
2. LANGUAGE MODEL
3. THE PERSONAL GROWTH MODEL

CULTURAL MODEL

● views literary text as a product

● It is treated as a source of information about the target culture.

 ● this model is the traditional approach that most universities and colleges use when
teaching literature.

● often used in university college literature.

● examine the social, political, historical background, literary movements and genres.

● no specific language work done on a text

● quite teacher-centered

● the cultural model also views literature as a source of facts or information.

information about the historical background of the particular text, when it was
published or who made it etc.

● reading tends to be based on the obtaining information.

● teacher transmit knowledge and information to the children

● according to CARTER this is considered as information-based approach because it is

using that particular literary piece in order to obtain information.

● literature is seen to offer a source of information to the students

● Lazar (1993): focus on content require students to examine history and

characteristics of literary movements, cultural, social, political and historical
background to a text, thus demanding a large input form the teacher.

ACTIVITIES
Since this is a traditional and a teacher-centered approach of course it’s best to go about it
the old-fashioned way with the lecture; you discuss while the students listen passively.

• lectures, explanation, reding of notes and criticism provided in workbooks or by the

teacher.
LANGUAGE MODEL

The language model is the most common approach to literature in the ESL or EFL classroom

• Seek a closer integration between language and literature

• students can improve their language proficiency by using literature as a resource in
language learning.
• For linguistic practice used in mechanistic way
• provide a series of language activities orchestrated by the teacher.
• The Language Model seeks greater unification between language and literature
• Carter (1988): the language-based approach helps students to focus attention on the
way as to how language is used.

Lazar (1993)
• See literary texts as resources for language practice through series of language
activities.
• rather than studying literature for the purpose of acquiring facts and information.
• enables learners to access a text in a systematic and methodical way in order to
exemplify specific linguistic features e.g., literal and figurative language, direct and
indirect speech.
- in literature we have this denotation and connotation with the denotation that is
the literal meaning of the word or what is says at face value and then the
connotation which means the figurative meaning the deeper meaning of the
word.

- using this language model with teaching literature we are trying to explore some
linguistic features and then knowing that literature has this figurative language so
that's the beauty of using literature as our means of teaching language.
 • aims to be more learner-centered
- let the students’ pay attention to or the way language is being used in the text
the meaning and increases the general awareness of the students with regards to
the English language.

• attention to the way language is used, meaning and increase general awareness of
English.

• can choose to focus on: general grammar and vocabulary or use stylistic analysis.

ACTIVITIES

These are the activities that can incorporate or can inject in class, these are:

• close procedure,
• Prediction exercises,
• jumbled sentences,
• summary writing,
• creative writing and role play,
• Part of the repertoire of EFL activities that teacher to use to deconstruct literary text
to serve specific linguistic goals.

REDUCTIVE APPROACH

● Carter and McRae describe the language model as taking a reductive approach to
literature.
● Activities are disconnected from the literary goals: can be applied to any text.

What do you mean by reductive? from the word ‘reduce’ the activities are
disconnected from the literary goal, it deviates to the purpose not the goal that
teacher teach literature in order for to get information, with this model the literature
is a means of teaching language so meaning to say this can be applied to any text,
that can use to any text or literary piece in order to teach language.

STYLISTIC ANALYSIS
 • Closely study of the linguistic features of the text
• enables students to make meaningful interpretations of the text
• aims to help learner read and study literature more competently

-Stylistic analysis is the analysis of various language styles to extract the meaning or
message contained in texts. Stylistic analysis requires critical analysis of texts to
recognize the various styles used. Enables the students to make meaningful
interpretation of the text and help the students read and study literature more
competently using language model.

PERSONAL GROWTH MODEL (PGM)

• outlined by Carter and Long (1991)

• attempts to bridge the cultural and language model
• focus on the particular use of language in a text
• Placing specific cultural context
-this comes between cultural and language, cultural have this information using
literature to teach language more on vocabulary more on linguistic competence this
one is used as a bridge, trying to connect what is in the cultural and what is in the
language model, in order to develop a holistic individual

• helps learners develop knowledge of ideas and language

- content and formal schemata
- through different themes and topics.
-it has now the connection between the content and informal schemata and through
different themes and topics.

-one cannot understand the ideas presented in the text if it doesn't have knowledge
about language so therefore personal growth model is there in order to bridge the
gap between cultural and language model.

• seeks opportunity for students to relate and respond to the themes and issues by
making a connection to their personal lives.

-the purpose of teaching literature inside the class is not just to give out information
or facts, not just how they will be fluent in language but the main purpose is to let
 the students’ love, relate to literature and let it reflect on their lives, in order for them
to grow and to have this wider perspective about the realities and complexities of
life.

• functions relate to theories of reading emphasize the interaction of the reader with
the text.
• text itself has no meaning, provides direction for the reader to construct meaning
from the reader’s own experiences.
• need of the students’ personal engagement with the reading of literary texts.
• focuses on use of literature as a resource and not the study of literature.

PERSONAL GROWTH MODEL

• Models aims to infuse a continuous love and appreciation of literary text.

• Helps learners to achieve an engagement with the reading of literary texts
• Encourages learners to enjoy and love literature beyond inside the classroom as
mentioned.
• Motivates and enliven the students in the literature class
• Selecting appealing works
• Can responds linguistically and emotionally
• The process of reading – an enjoyable, responsive, individual and collective
experience for all.
• (Carter and Long (1991)
• development of language competence and literary competence of the students’
pleasure and personal fulfillment which come out of the reading of literature making
a literature one’s own.

INTEGRATED MODEL

• Duff and Maley (1990), main reasons for integrating these elements:
- linguistic,
- methodological,
-motivational
more or less the same concept with carter and long

LINGUISTICALY
 • by using a wide range of authentic texts, we introduce learners to a very wide range
of styles, registers and text types at many levels of difficulty.

METHODOGICALLY

literary discourse allows readers to the processes of reading:

• e.g., the use of schema,
• Strategies for intensive and extensive reding etc.

MOTIVATIONAL

• literary texts prioritize the enjoyment of reading