Integrating Literature in the ESL Classroom: A Case Study (original) (raw)

Abstract

With the appearance of the Communicative Approach in the late 70's and very early 80's, using literature in the English classroom was ignored. The tendency in the EFL classrooms was to teach " usable, practical " content. However, since the 1980s literature has found its way back into the EFL classroom to improve communicative and cultural competence and enhance " critical thinking " (Bretz, 1990: 335). Besides, studies, like those of Lazar (1993), Cook (1994), and Shanahan (1997), strongly recommend the integration of literary texts into the ESL/EFL curriculum. Many writings on this subject advocate a content-focused curriculum that includes literature (Liddicoat and Crozet 2000). Practice showed that using literature in language teaching is very beneficial as it led to cultural enrichment, language advancement, and personal growth. This is in line with Erkaya (2005) views on the benefit of integrating literature in the English curriculum. The paper shows how literature was integrated in the general English classroom and how it played a role in equipping students with a number of skills including critical thinking, analytical skills, formulating and expressing independent opinions, presenting one's own interpretations independently, improving language competence, such as reading, speaking and writing skills. It also played a role in enhancing their cultural awareness. The paper also discusses the challenges and perspectives of introducing literature into foreign language curriculum.

Figures (1)

Data Collection Techniques Questions to Think About I always conduct questionnaires. The main purpose of the questionnaires is to gather as much information as possible to make sure whether they are really improving, whether they like the way things go and if they would like to increase or decrease the number of the short stories. I will analyze the different answers provided by the students to make sure if things are going well, whether I am on the right track or my plan needs adjustment. I conducted three questionnaires at the beginning of the course, at mid course and after the course.

Data Collection Techniques Questions to Think About I always conduct questionnaires. The main purpose of the questionnaires is to gather as much information as possible to make sure whether they are really improving, whether they like the way things go and if they would like to increase or decrease the number of the short stories. I will analyze the different answers provided by the students to make sure if things are going well, whether I am on the right track or my plan needs adjustment. I conducted three questionnaires at the beginning of the course, at mid course and after the course.

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