SCHOOL : BUCAS GRANDE FOUNDATION COLLEGE

DEPARTMENT : COLLEGE OF TEACHER EDUCATION

COURSE : BEED III
SUBJECT TEACHER: LERRAMIE JUANITE BATO
SUBJECT : TEACHING ENGLISH IN THE ELEMENTARY GRADES (THROUGH LITERATURE)
TOPIC : LESSON 3- APPROACHES IN TEACHING LITERATURE

Approaches in Teaching Literature

Approach- is the “particular way of thinking or dealing with something” MacMillan dictionary.

- Provide a framework, or sequence of operations to be used when we come to actualities.

Thus, in the context of teaching literature, approach would mean the best way or the best practice a teacher uses to
teach literature to learners in the classroom in order to achieve his/her goal of imparting relevant and meaningful
knowledge to the learner.

Traditional Approach

 Lecture- based with the conventionally used traditional teacher- centered approach.
 Teacher spells out important terms and concepts as necessary part of the discussion (Pugh, 1988), and the
student has no choice but to listen and regurgitate what teacher says( Rashid et al., 2010)
 Teacher provides background information like the social, political, and historical background to a text.
 Explains some thematic and stylistic features of the text (or other literary genres)

Language- Based Approach

 Literature is used to teach linguistic skills

 Language-based approach helps students pay attention to the way the language is used when studying
literature.
 It is student-cantered and activity-based for productive use of language.

 It improves students’ language

proficiency,
 and incorporates literature and
language skills among the students
(Dhillon & Mogan, 2014).
 It improves students’ language
proficiency,
 and incorporates literature and
language skills among the students
(Dhillon & Mogan, 2014).
 It improves students’ language
proficiency,
  and incorporates literature and
language skills among the students
(Dhillon & Mogan, 2014).
 It improves students’ language
proficiency,
 and incorporates literature and
language skills among the students
(Dhillon & Mogan, 2014).
 It improves students’ language
proficiency,
 and incorporates literature and
language skills among the students
(Dhillon & Mogan, 2014).
 It improves students’ language
proficiency,
 and incorporates literature and
language skills among the students
(Dhillon & Mogan, 2014).
 It improves students’ language proficiency, and incorporates literature and language skills among the students
(Dhillon & Mogan, 2014).
 The learner is seen engaged in varied language activities such as group works, cloze tests, jigsaw puzzle,
prediction exercises, brainstorming, debate, fill in the blank exercises, organizing sentences, creative thinking
and writing, as well as performance activities like drama and poetry recital.

Information-based Approach

 Teaching knowledge about literature

 Source of information
 Examine history, historical background
 Characteristics of literary movements

Moral- Philosophical Approach

 Read a particular literary text

 Search for moral values
 Awareness of values
 Assist students to understand themes in the future readings.
Reader- Response Approach

 Rosenblatt (1978) is said to be the best known theorist who espoused the reader-response approach.
 In her “transactional theory”, she distinguishes clearly between utilitarian reading and aesthetic reading, the
former referring to reading for a purpose and the latter referring to reading for pleasure and appreciation.
 Reader engaged in a deeper level of interaction of transaction in reading a literary text as he responds to the
text through interplay of his thoughts and a way of thinking, feelings and emotions, judgment and reasoning,
and biases and prejudices among others.
 Both parties in the transaction mutually affecting other, where a symbiotic effect occurs between the text and
reader.
 Rosli (1995) claims, drives, and impels a learner to read as he/she finds meaning in what he/she reads.
 This approach, rich in student-centered activities, draws out from the learner his varied responses while at the
same time promotes his personal development and growth.
 This activities include individual tasks like personal writing and journal writing, collaborative tasks like
brainstorming session and small group discussions.