Semester 2 Course 2

Module: TELL 1st. Year Master Lit. and Civ.

Lecturer: Dr. Bousbai

Literature Teaching Approaches

Literature teaching approaches seek to provide theoretical background within EFL

context to help learners of foreign languages acquire linguistic and literary competence as
well as cultural awareness of the language under study. It is clear that linguistic accuracy i
n EFL classes is not only acquiring mastery of structural form of the target language. This
will not allow learners to either understand or use the language appropriately since
language cannot devoid of its cultural recipient. Carter & Long (1991) advanced the
rationale for processing literary texts in EFL classes through three teaching models. These
are the cultural approach, the language approach, and personal growth approach. Lazar
(2000) though name them respectively, literature as content, language-based, and literature
for personal enrichment approaches
1. Language Approach
The main aim of this approach is to help learners improve their knowledge and
proficiency of the studied language. Within this context, Lazar (ibid, p. 27) asserts that
“Literary texts are thus seen as a resource one among many different types of texts which
provide stimulating language activities”. Literary texts are used to exploit their linguistic
features and figurative language. Also, they offer a wide range of styles and registers
which may provide opportunities for learners to discuss their main topics and ideas. The
language-based approach includes techniques which deal with the study of the text itself in
order to equip the learners with linguistic and artistic tools to enable them interpret and
make critical judgments of the text. This is why stylistic analysis is the most adapted
instructional tool. This involves close study of the linguistic features of a text in order to
arrive at an understanding of how the implications and meanings of the text are expressed
and then transmitted Lazer (ibid). Proponents of this trend believe that stylistics has two
main objectives within EFL classes. First, it enables learners to provide proficient well-
supported interpretations of the text and only the text. Second, it enables learners to

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expand their knowledge and awareness of the target language which in turn will provide
them with more opportunities for class discussion and language or literary practice, though
the latter is of less priority and receives less importance in EFL classes.

2. Cultural Approach: Literature as Content

Though this approach is still being considered in EFL classes, it actually represents the
traditional approach to teaching literature. Within this model learners are supposed to
access literary texts to explore and then interpret the social, political and historical aspects
of the texts. Lazar (2000) emphasizes this:
This Kind of approach examines the history and characteristics of
literary movements, the social, political and historical background to a
text; the biography of the author and its relevance to his or her
writings, the genre of the text, etc. (p. 35)
This approach offers a good opportunity to teachers to deal with socio-cultural
aspects of the text and its producer. It actually encourages learners to understand different
cultures and ideologies in relation and contrast to their own. The role of teachers will be
that of the literary and history versed one rather than the language one. They must be exact
in the dates, ideas, events they provide to learners. It is regarded by many applied linguists
as a teacher-centered approach since too much load will be on the shoulder of the teacher
and likely little opportunity is given to learners to explore or interpret social or historical
elements of the text (Rosenblatt, 1985).
Below, Lazar (2000, p.36) proposes a list of items that may be provided in literature
courses within the cultural approach. She named them background information.
- Biographical information about the author
- Historical or mythological events or characters to which a text refers
- Philosophical , religious or political ideas debated or discussed in a text
- Places, objects or other texts referred to in a text– either directly or indirectly.
- Genre of the text
- Relationship of the text to the literary movements of its time.
- Historical, political or social background against which the text was written
- Distinct features of the author’s style

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 Concerning cultural, historical and philosophical elements, the teacher can use a
variety of documents or assign research work to be conducted by learners and then
presented in order to give them more chance to express themselves, and to vary and
deepen their knowledge about the text or passage under study.

3. Personal Growth Approach

The personal growth approach or literature for personal enrichment, as it is named by
Lazer (2002), comes as a link between the language approach and the cultural one though
focusing on a specific use of language within a specific cultural context. Savvidou (2004,
p. 24) claims that “Learners are encouraged to express their opinions, feelings and make
connections between their own personal and cultural experiences and those expressed in
the text”. This approach also seeks to help learners develop knowledge of ideas, views, and
language through integrating different themes and topics from different texts. The selected
texts should be of interest to learners so that they can interact with them and enhance their
personal responses. Obeidat (1997) pinpoints that:
As we teach Arab students English literature, we should also teach them how to
read closely and critically, and supply them with proper analytical skills as we
open the door to a deeper appreciation and understanding of literature, both as an
object or ideological and cultural analysis, and as a linguistic activity of reading
and writing about the other. (p. 34)
In this context tests will only provide directions to learners activate their schemata to
construct meaning assisted partly by the teacher and partly by linguistic and stylistic tools
apparent in the text. Different interpretations would be possible to a single text and the
teacher should accept them all providing learners only with hints and directions to help
them stay within the text’s general cultural and informational context.
4. An Integrated Approach
In fact, the three literature teaching approaches are interrelated and complement
each other; they differ only in terms of the focus on the text. Thus, the teacher has to opt
for each one in the due time when he sets the aim for the reading text.
The teacher adopts the language approach when he wants his learners explore the
texts’ grammatical and stylistic tools; he adopts for the cultural approach when thematic,
informational and philosophical elements are sought; then he applies the personal growth

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approach when he wants to activate the learners’ own personal responses and
miscellaneous interpretations to the text; the situation in which the teacher will partially
withdraw from the traditional class instruction and let learners enjoy certain autonomy
only help them to make their judgments and interpretations about the texts( Carlisle, 2000).
Rosenblatt (1985, p. 18) asserts that “If literature is worth teaching then it seems
axiomatic that it is the response to literature itself which is important.”
This emphasizes the utmost important role of teaching literature in EFL classes.
Literary texts should provide pertinent opportunities for learners to express their opinions
and feelings through text interaction. An integrated model is a teaching approach which
aims at exploiting literary texts to the whole, i.e., linguistically, culturally and
psychologically with the careful selection of the appropriate text on the part of the teacher.
Let’s end by saying that what we want learners to do with and obtain from the reading text
will determine the fitting teaching model.