MODELS OF TEACHING

LITERATURE IN ENGLISH
 Different Models
• different models suggested on the teaching of
literature to ESL/EFL students (Carter & Long,
Lazar).
• How teacher uses a literary text depends on
the model chosen
• differ in terms of focus on the text
 Cultural Model
• views a literary text as a product
• treated as a source of information about
target culture.
• most traditional approach
• often used in university courses on literature.
 Cultural Model
• examine the social, political, historical
background to a text,
• literary movements and genres.
• no specific language work done on a text.
• quite teacher-centered.
 Cultural Model
• largely rejected by those in TEFL
• tend to be teacher-centred
• little opportunity for extended language work.
 Cultural Model
• views literature as a source of facts or
information
• reading tends to be based on obtaining
information.
• teacher transmits knowledge and information
to the students
 Cultural Model
• Carter (1988) considers the information-based
approach
• as a way of teaching knowledge about
literature
• literature is seen to offer a source of
information to the students.
 Cultural Model
• teaching methodologies tend to be teacher-
centered
• 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 from the
teacher.
 Activities
• lectures, explanation,
• reading of notes and criticism provided in
workbooks or by the teacher.
• usually cater for instrumental purposes such
as examinations (Carter & McRae, 1996).
 Language Model
• most common approach to literature in the
EFL classroom
• Carter and Long (1991) refer to as the
‘language-based approach’.
 Language Model
• seeks a closer integration between language
and literature.
• Students can improve their language
proficiency
• by using literature as a resource in language
learning.
 Language Model
• little engagement of the learner with the text
• For linguistic practice
• used in mechanistic way
• Provide a series of language activities
• orchestrated by the teacher.
 Language Model
• 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 the
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.
 Language Model
• 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.
 Language Model
• aims to be more learner-centered.
• attention to the way language is used.
• meaning and increase general awareness of
English.
 Language Model
• can choose to focus on:
• general grammar and vocabulary
• or use stylistic analysis.
 Activities
• cloze procedure,
• prediction exercises
• jumbled sentences,
• summary writing,
• creative writing and role play
• part of the repertoire of EFL activities used by
teachers to deconstruct literary texts in order
to serve specific linguistic goals.
 ‘reductive’ approach
• Carter and McRae (1996)
• describe this model as taking a ‘reductive’
approach to literature.
• activities are disconnected from the literary
goals of the specific text
• : can be applied to any text.
 Stylistic Analysis
• close study of the linguistic features of the
text
• enable students to make meaningful
interpretations of the text
• aims to help learners read and study literature
more competently.
 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 it in a specific cultural context.
 Personal Growth
• helps learners develop knowledge of ideas
and language
– content and formal schemata
– through different themes and topics.
 Personal Growth
• seeks the opportunity
• for students to relate and respond
• to the themes and issues
• by making a connection to their personal
lives.
 Personal Growth
• function relates
• to theories of reading
• emphasize the interaction
• of the reader with the text.
 Personal Growth
• text itself has no meaning,
• provides direction for the reader
• to construct meaning from the reader's own
experience
 Personal Growth
• integrate all these elements
• makes literature accessible to learners
• beneficial for linguistic development
 Personal Growth
• need of the students' personal engagement
with the reading of literary texts.
• focuses on use of literature as a resource and
not on the study of literature,
 Personal growth
• development of language competence and
literary competence of the students
• pleasure and personal fulfillment which come
out of the reading of literature
• making a literary text one's own.
 Personal Growth
• Model aims to infuse a continuous love and
appreciation of literary texts
• Helps learners to achieve an engagement with
the reading of literary texts.
• Encourages learners to enjoy and love
literature beyond the classroom as mentioned
by Carter
 Personal Growth
• motivate and enliven the students in the
literature class
• selecting appealing works
• can respond linguistically and emotionally
• the process of reading - an enjoyable,
responsive, individual and collective
experience for all.
• (Carter and Long 1991:16-19)
 Personal Growth
• highlights also, the necessity and pedagogical
value
• of developing students' critical awareness
• become critical readers of literary texts
 Integrated Model
• Duff and Maley (1990),
• main reasons for integrating these elements
• linguistic,
• methodological
• motivational.
 Linguistically,
• by using a wide range of authentic texts
• we introduce learners to a variety of types
• and difficulties of English language.
 Methodologically,
literary discourse sensitises readers to the
processes of reading:

• e.g. the use of schema,

• strategies for intensive and extensive reading
etc.
 Motivationally

• literary texts prioritise the enjoyment of

reading
 Reference:
• Carter, R. & Long, M.N. (1991) Teaching Literature.
Harlow : Longman
• Chitravelu, et. al. (1995) ELT Methodology: Principles
and Practice. Kuala Lumpur: Fajar Bakti.
• Collie, J. & Slater, S. (1987) Literature in the Language
Classroom. Cambridge: CUP
• Duff, A. & Maley, A. (1990) Literature. Oxford: OUP
• Lazar, G. (1991) Literature and Language Teaching.
Cambridge: CUP
• http://socyberty.com/education/models-of-teaching-
literature/#ixzz19xPSEUL0