ELE703: Literature-Based Language Teaching

ABIADOR, Rianne Group 3

BACAY, Charmaine MA ELE

C. Reasons for Using Literature in the Language Class

1. Directions: Read the article of Murat Hişmanoğlu (2005) on Teaching English through
Literature and complete the table below with the importance of literature according to Collie
and Slater (1993) and Maley (1989).

According to Collie and Details from the article

Slater (1993)

a. Valuable authentic Literature:

material
● is not “tailored-fit” or created solely for the purpose
of instruction. It is, therefore, considered as authentic
material;
● acts as a springboard, reference, backup evidence,
and source of additional information in instruction;
and
● exposes learners to actual or real-world language
samples.

b. Cultural enrichment ● gives learners the opportunity to be immersed in a

different culture;
● helps foreign learners to feel for the codes and
preoccupations that shape a real society through
visual literacy of semiotics;
● builds the cultural grammar of the learners; and
● is a secondary form of immersion and simulation.

c. Language enrichment ● makes students aware of the syntax and discourse

functions of sentences, the variety of possible
structures, and the different ways of connecting
ideas, which develop and enrich their own writing
skills; and
● helps learners enhance their communicative and
cultural competence.

d. Personal involvement ● serves as a form of motivation which can elicit

emotions from the learners;
● makes the language learning process holistic; and
● develops empathetic, open-minded, and
self-actualized learners.
 According to Maley (1989) Details from the article

a. Universality Literature:

● touches on universal themes and values; and

● gives emphasis on what it means to be human.

b. Non-triviality ● is genuine and cathartic for both the writer and the
learner/reader.

c. Personal Relevance ● exudes empathy, and creates equally empathetic

learners.

d. Variety ● has depth, breadth and variety.

e. Interest ● deals with themes and topics which are intrinsically

interesting; and
● serves as motivation to gain the attention of learners.

f. Economy and ● constantly puts the learners’ critical thinking at work;

Suggestive Power ● invites us to go beyond what is said to what is being
implied; and
● is ideal for generating language discussions.

g. Ambiguity ● speaks subtly different meanings to different people;

and
● its ambiguity establishes tension which is a key
ingredient for a genuine exchange of ideas.

2. Directions: Hismanoglu (2005) also explained the benefits of the different literary genres in
teaching language. Complete the table below with the details from the article.

Literary Genres Benefits to Language Teaching

a. Poetry Students/readers:
● appreciate the writer’s composition process;
● develop sensitivity for words and discoveries;
● learn different POV towards language use;
● get motivated, with feelings and thoughts evoked;
● become familiar with figures of speech, suprasegmental
aspects of language, and semiotic elements in the target
language; and
● learn other people’s culture as poetry is powerful transmitter of
culture.
b. Short story ● have easier reading tasks;
● enlarge worldviews about different cultures and groups of
people;
● become more creative, critical, and motivated through
challenging texts;
● learn beyond surface meanings and understand their positions;
and
● easily relate to stories since they’re universal.

c. Drama ● become familiar with grammatical structures and aware of the

target language and culture;
● develop their creative thinking, critical thinking, listening
skills, comprehension and learning retention throgh authentic
material;
● increase their empathy and awareness of others, especially
because they’re exposed to the target culture and their social
problems; and
● improve their personality and code of behavior.

d. Novel ● increase their motivation because of authentic material;

● develop oral and written language skills;
● become lifelong reader;
● build their vocabulary and develop reading comprehension;
and
● become familiar with other cultures and develop intercultural
communicative competence.