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Chapter 2 - Models of Teaching Literature

MC ELT 4_Teaching & Assessment of Literature Studies: Chapter 2_Models of Teaching Literature

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10 views

Chapter 2 - Models of Teaching Literature

MC ELT 4_Teaching & Assessment of Literature Studies: Chapter 2_Models of Teaching Literature

Uploaded by

arabelleppaz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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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

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