How to teach English How to teach English Literature (in the English Literature (in the English

Classroom)Classroom)

What is Literature?What is Literature?““Stories, poems and plays, especially those Stories, poems and plays, especially those that are considered to have value as art and not that are considered to have value as art and not just as entertainment” (Macmillan Dictionary)just as entertainment” (Macmillan Dictionary) A text where one of the six features of A text where one of the six features of communication (message, sender, receiver, communication (message, sender, receiver, context, contact, code) loses its simplicity and context, contact, code) loses its simplicity and becomes multiple, ambiguous (Robert Scholes, becomes multiple, ambiguous (Robert Scholes, Semiotics and InterpretationSemiotics and Interpretation))Activity: Is this Literature?Activity: Is this Literature?

What is English Literature?What is English Literature?

Literature written in the English Literature written in the English language. Examples:language. Examples: William Shakespeare, EnglandWilliam Shakespeare, England Edgar Allan Poe, USAEdgar Allan Poe, USA James Joyce, IrelandJames Joyce, Ireland Joseph Conrad, PolandJoseph Conrad, Poland Dylan Thomas, WalesDylan Thomas, Wales Robert L. Stevenson, ScotlandRobert L. Stevenson, Scotland V.S. Naipul, TrinidadV.S. Naipul, Trinidad Vladimir Nabokov, Russia Vladimir Nabokov, Russia

Why teach literature in the ESL Why teach literature in the ESL classroom? (1)classroom? (1)

Literature is Literature is authentic material authentic material where reading where reading comprehension can be practiced (CEF Objectives, B1-on: comprehension can be practiced (CEF Objectives, B1-on: “Reading for pleasure”)“Reading for pleasure”)

Literature expands Literature expands language awareness language awareness (different types of (different types of language, from sophisticated to non-standard dialects)language, from sophisticated to non-standard dialects)

Literature encourages Literature encourages interactioninteraction (multiple layers of meaning, (multiple layers of meaning, leads to discussion) and leads to discussion) and creativitycreativity (writing after reading) (writing after reading)

Narrative texts are better suited to children’s cognitive Narrative texts are better suited to children’s cognitive processes than other texts. We constract meaning by processes than other texts. We constract meaning by creating creating stories,stories, so language acquisition and literature can go together so language acquisition and literature can go together from early ages. from early ages.

Why teach literature in the ESL Why teach literature in the ESL classroom? (2)classroom? (2)

Literature is Literature is motivatingmotivating (sense of achievement at (sense of achievement at understanding a piece of respected literature)understanding a piece of respected literature)

MULTICULTURAL COMPETENCE:MULTICULTURAL COMPETENCE: Literature is a good example of cultural referents: Literature is a good example of cultural referents:

writers, literary textswriters, literary texts Literature raises awareness of other culturesLiterature raises awareness of other cultures

CROSS-CURRICULAR VALUES:CROSS-CURRICULAR VALUES: Literature educates the whole person (examining Literature educates the whole person (examining

values in literary texts leads to develop attitudes values in literary texts leads to develop attitudes towards them)towards them)

Which approach to use? (1)Which approach to use? (1)

3 models:3 models:- Cultural model:Cultural model: literary text as a literary product. literary text as a literary product.

Source of information. More traditional. Movements, Source of information. More traditional. Movements, writers, genres. Teacher-centred. writers, genres. Teacher-centred.

- Language model:Language model: Learner-centred. Readers increase Learner-centred. Readers increase their awareness and competence in the language. their awareness and competence in the language.

- Personal growth model:Personal growth model: Learner-centred. It Learner-centred. It encourages learners to draw on their own opinions, encourages learners to draw on their own opinions, feelings and personal experience (Readers’ Response feelings and personal experience (Readers’ Response Theory). It aims for interaction between the text and Theory). It aims for interaction between the text and the reader. Power of literature to move people.the reader. Power of literature to move people.

Which approach to use? (2)Which approach to use? (2)

Inductive approach (from text to rules) vs. Inductive approach (from text to rules) vs. Deductive approach (from rules to text)Deductive approach (from rules to text)

Textual approach (from text to context) vs. Textual approach (from text to context) vs. Contextual approach (from context to text).Contextual approach (from context to text).

Which texts to use? (1)Which texts to use? (1)

1.- Look around:1.- Look around: Target readersTarget readers

Age: Kindergarten/Primary/Lower Secondary/Upper Age: Kindergarten/Primary/Lower Secondary/Upper SecondarySecondary

Level of English: A1-A2-B1-B2Level of English: A1-A2-B1-B2

Teaching context: English Language Learning Teaching context: English Language Learning Class/English Literature ClassClass/English Literature Class

Teaching Objectives: Literary/Linguistic/Cross-Teaching Objectives: Literary/Linguistic/Cross-curricular (cultural, ethical values)curricular (cultural, ethical values)

Which texts to use? (2)Which texts to use? (2)

2.- Choose the type of text2.- Choose the type of text- Poetry/Prose (Fiction/Non-fiction/Traditional Poetry/Prose (Fiction/Non-fiction/Traditional

story)story)- Complete text/ExtractComplete text/Extract- Original text/Adapted text (written/Original text/Adapted text (written/- story-telling/film/video/hypertext)story-telling/film/video/hypertext)

What to do with the text?What to do with the text? Type of reading: Type of reading:

Inside the class/outside the classInside the class/outside the class Intensive reading/extensive readingIntensive reading/extensive reading

Time span: class period/several periods/whole Time span: class period/several periods/whole term/yearterm/year

Design activities: Design activities: Warm-upWarm-up Pre-readingPre-reading While readingWhile reading After readingAfter reading

Evaluate the activities after useEvaluate the activities after use LESSON PLANLESSON PLAN

And Comics? Why?And Comics? Why?

Motivation: it is funMotivation: it is fun Authenticity: real, colloquial materialAuthenticity: real, colloquial material Pictures and words: Easy to understand from lower levelsPictures and words: Easy to understand from lower levels Easy to introduce all the skills and cooperative workEasy to introduce all the skills and cooperative work Cultural elements (they are a cultural referent itself)Cultural elements (they are a cultural referent itself) Comic strips, comic books, graphic novels?Comic strips, comic books, graphic novels? The language of comicsThe language of comics

How to use Comics in classHow to use Comics in class

1.1. Partial projection: Description, dramatization, anticipationPartial projection: Description, dramatization, anticipation2.2. Delete text in balloonsDelete text in balloons3.3. Put frames in orderPut frames in order4.4. Guess the endingGuess the ending5.5. Role-playsRole-plays6.6. Introduction of a topicIntroduction of a topic7.7. Find a titleFind a title8.8. Tell the storyTell the story9.9. Record a videoRecord a video10.10. Reading outside the class (Reading Comprehension Reading outside the class (Reading Comprehension

activities)activities)