Dela Serna, Daiseryll Jade

The picture shows a

road diverged in a two
different ways. Road A
is the one used by less
travellers and Road B
used by more travellers.
Language based approach
Language based approach
It is an approach that remarks on how certain specific ways of
using the language in literary texts could have better impact on
student’s understanding of the language.
How does the approach work?

1. Repetition of certain word

2. Repetition of certain phrases
3. Words that are equivalent in meaning
4. Images that are equivalent in meaning
5. Lines that deviate from an accustomed pattern and create a contrast
6. Vivid images/ feelings/ mood/ tone
This approach uses Language, by understanding it to fully
engage a student to better understand a literary text.
One cannot understand a text/ piece by not knowing the
language first.
You must be familiar of the language used for you to
reflect and dig in more of the beyonds of a literary text.
 Mastery of a language = Broad
understanding of a literary piece
Focus on a method which can guide students towards a more
sensitive understanding and appreciation of the literary text
itself.
Two main objectives
1. Firstly, to enable students to make meaningful
interpretations of the text itself;
2. Secondly, to expand students’ knowledge and awareness
of the language in general.
Are you still playing your flute?
By: Zurinah Hassan

Are you still playing your flute? Are you still playing your flute?
Are you still playing your flute? In the village so quiet and The more it disturbs my
When there is hardly time for our deserted conscience
love Amidst the sick rice fields To be thinking of you
I am feeling guilty While here it has become luxury In the hazard of you
To be longing for your song To spend time watching the rain My younger brothers
The melody concealed in the Gazing at the evening rays unemployed and desperate
slim hollow of the bamboo Collecting dew drops My people disunited by politics
Uncovered by the breath of an Or enjoying the fragrance of My friend slaughtered
artist flowers. mercilessly
Composed by his fingers This world is too old and
Blown by the wind bleeding
To the depth of my heart.
CHORAL READING RUBRIC
POOR FAIR GOOD EXCELLENT

Pronunciation and Student pronounced Student pronounced Student pronounced Student

punctuation most words and used some words and used most words and used prononounced all the
some punctuatuion some punctuation most punctuation words and used all
correctly. correctly. correctly. punctuation correctly.

Volume and clarity Student’s voice was Student’s voice was Student spoke in a Student spoke very
never clear, and the rarely clear, and most mostly clear voice, clearly, and was
audience could not of the audience could and could be heard by heard by all audience.
hear them. not hear them. the majority of the
audience.

Phrasing and timing Student was not Student needs to Student used good Student used
understand by the improve on timing and timing and phrasing. excellent timing and
audience because the phrasing. Part/role Part/role was spoken phrasing. Part/role
studen sped through was hard to in a voice that was was spoken in a
their lines. understand because usually steady. steady voice. Student
the student spoke too Student spoke slightly did not speak too
quickly. too fast. quickly.
Assignment

Answer these questions:

1. Why does literature help learners develop their
language skills?
2. What do you think is the relationship between
language and literature?