Professional Documents
Culture Documents
Literature in
Brazilian High
School Classes
Adriana Sales
CEFET-MG
I ENTECON
Vale do Aço
Language, Digital Technologies &
Critical Thinking
What is literature?
What is literature?
▪ Literary texts are products that reflect different aspects of society. They are cultural
documents which offer a deeper understanding of a country or countries (BASNET;
MOUNFOLD, 1993).
▪ Since the 1980s that this are attracted more interest among EFL teachers
Why use literature?
▪ Authentic material → unmodified texts can help students to deal with difficult or
unknow language;
▪ Educates the whole person → by examining values in literary texts, teachers can
encourage leaners to develop attitudes towards them. These values and attitudes
relate to the world outside the classroom.
Figure 1. Adapted from Best laid plans: English teachers at work (Horner, 1983)
Why use literature?
According to Brazilian documents (PCNs):
▪ Language model → As students read the text, they pay attention to the way language is used;
increase their general awareness of English; teachers can focus on general grammar and
vocabulary or use stylistic analysis (meaningful interpretations of the text). Student-centered.
▪ Personal growth model → Encourages students to draw on their own opinions, feelings and
personal experiences; aims the interaction between the text and the reader in English. More
Student-centered.
Ice-breakers
Start a conversation about literature with students:
▪ Make students more interested in reading: using the cover to awaken interest and to let their
imagination play a great part in making it interesting;
▪ ask students to predict what the book is about or what will happen in the story to get their
attention and participation;
▪ ask students to make up five different questions about the book;
▪ match different covers with the titles of the books can be turned in a game that can be
appreciated by the students;
▪ read the first and the last chapters, so they can make their own stories about what will happen
in the book → stimulate their imagination. (PROWSE, 2000)
Different ages, different texts
Primary School (MOURÃO, 2009):
▪ children love stories; they are familiar with narrative conventions and listening to
stories is something they are used to do at home;
▪ stories help children understand their world and share it with others;
▪ The focus on what language can do, on how language means, highlighting its
expressive and poetic functions;
▪ gives lots of suggestions about how to use: poems, extracts from stories or short
stories; extracts from plays.
▪ Do you understand enough about the text to feel comfortable using it?
▪ Is there enough time to work on the text in class?
▪ Does it fit with the rest of your syllabus?
▪ Is it something that could be relevant to the learners?
▪ Will it be motivating for them?
▪ How much cultural or literary background do the learners need to be able to deal with t
he tasks?
▪ Is the level of language in the text too difficult (see below)
Is the text too difficult? Difficult with vocabulary might not be an obstacle to text
comphreension. Try graded readers.
Dimensions of literary competence
Cognitive understanding & co-creation of meaning: forming mental model, filling gaps, forming hypotheses
Motivation & orientation: getting involved in a text, finding pleasure in reading, recognizing relevance of literature
Creative production through (re-)writing literary texts (narrative, performative, and poetic competence)
Functions of leaners’ texts
(5) reviewing
experience and
preliminary grasps
(6) modifying and
Expanding
understanding
Experiences at CEFET-MG Timóteo
https://en.islcollective.com/english-esl-worksheets/grammar/past-simple-tense/jane-austen-reading/99756
Experiences at CEFET-MG Timóteo
Persuasion by Jane Austen:
▪ Graded reader
▪ Tv Series BBC (2009)
▪ Comprehension activities
▪ Audio’s book
▪ Infographic
▪ Graded reader
▪ Tv Series BBC (2005)
▪ Comprehension activities
▪ Discussion group
▪ Oral presentation
References
BRASIL. Ministério da Educação. Parâmetros Curriculares Nacionais para o Ensino Fundamental. Brasília: SEF/MEC, 2001.
CLANFIELD, L. Teaching materials: using literature in the EFL/ESL classroom. One Stop English. 2003. Disponível em: < http://www.onestopenglish.co
m/methodology/methodology/teaching-materials/teaching-materials-using-literature-in-the-efl/-esl-classroom/146508.article>. Acesso em: 24 de outubro
de 2019.
CORCHS, M. O uso de textos literários no ensino de língua inglesa. Dissertação de Mestrado, Mestrado Acadêmico em Linguística Aplicada, UECE,
2006. Disponível em: <http://www.uece.br/posla/dmdocuments/MargaretCorchs.pdf>. Acesso em: 24 de outubro de 2019.
COSSON, R. Letramento literário: teoria e prática. São Paulo: Editora Contexto, 2009.
DUFF, A; MALLEY, A. Literature. Resource books for teachers. Oxford University Press: Oxford, 2007
FERRADAS, C. Enjoying literature with teens and young adults in the English language class. In: BRITISH COUNCIL, BritLit: using literature in the
EFL classrooms. British Council: London, 2009.
FRAHNKE, K. Reading together. Reading activities text. Cambridge UniversityPress: Cambridge, 2001.
HORNER, S. Best laid plans: English teachers at work for school council. York: Longman, 1983.
LAZAR, G. Literature and language teaching. A guide for teachers and trainers. Cambridge University Press: Cambridge, 2004.
Maley, A. Literature in the language classroom' in The Cambridge Guide to Teaching ESOL, Cambridge University Press, 2001.
Pulverness, A. Literature' in English Teaching Professional, October, Issue 29, Modern English Publishing, 2003.
MOUR ÃO, S. Using stories in the primary classroom. In: BRITISH COUNCIL, BritLit: using literature in the EFL classrooms. British Council: London,
2009.