TEACHING ENGLISH THROUGH LITERATURE Donny Syofyan A Lecturer in the English Department of

Faculty of Humanities at Andalas University Abstract Teaching English in Indonesia, particularly for
students, remains a great challenge owing to the fact that English is a foreign language in this country.
The challenge could be tackled through teaching literature. Literature has been a subject of study in
many countries at a secondary or tertiary level, but until recently has not been given much emphasis in
the EFL/ESL classroom. It is considered a very versatile subject and is generally considered one of the
most difficult subjects to teach. Central to teaching literature in the classroom is to let students be
involved in the experience and let them observe life more closely. Keywords: Teaching English in
Indonesia, teaching literature TEACHING LITERATURE Every time we notice of word ‘literature’, we are
apt to bring classic pieces to our mind that have astonished generations, but the categorization of
literature does not need to be so obscure. Many forms of written pieces can either be regarded
literature in and of themselves or can be used to guide our students into more full-grown and well-
respected literature. Hence, many teachers think the use of literature in language teaching as an exciting
and precious matter (Sage, 1987, p. 1). In this paper, I would like to show that teaching literature in the
classroom is efficacious in educating students. THE ROLE OF LITERATURE IN ENGLISH LANGUAGE
TEACHING Literature can be deemed as a rich source of ‘authentic material’ since it promotes two
characteristics in its written text: one is ‘language in use,’ that is, the application of linguistics by those
who have excelled it into a fashion intended for native speakers; the second is an aesthetic
representation Direct all correspondence to: [email protected]
[email protected] 52 53 Syofyan, Donny Teaching English Through Literature of the
spoken language which is intended to represent language within a certain cultural context. ‘Language in
use’ penetrates the fixed nature that is set up by the artificial grammar of a classroom provided by
textbooks. There is an ordinary question that a student sooner or later will ask: “Where does the English
we are learning stem from?” A lot of teachers are inclined to give an answer. Though the textbook may
has structures, vocabulary and formulas that could conduce a reader to think it is an American or British
English (resting on the case), class instructors know better. It is often that the object of study is a
mixture of American and British English. That is why it is better to answer that it is a “nowhere English”,
unnaturally standardized, and this is exactly the origin of the conflict; this nowhere English is as neutral
as it is elementary. It assists students in establishing communication with a native speaker but only at a
‘survival’ level. ‘Language in use’ offers students with an approach to the language established by
different linguistic and rhetorical uses of the language as well as “forms and conventions of the written
mode: […] irony, exposition, argument, narration and so on” (Collie and Slater, 1990, p. 4), and settles
the students within a certain geopolitical context, the one the author of the text is referring to through
its aesthetic representation. What authors like Irving Welsh, Joseph Conrad or Mark Twain have in
common is that their literary works recreate the way language is spoken in particular geopolitical
context. These reconstructions offer students with a better idea of how language is applied by a recent
low class youth in Edinburgh, by a native Costaguanan sailor in the early twentieth century, or by
Mississippi shore indwellers in the late nineteenth century. It is significant to put English learners in
mind that these reconstructions are no more than aesthetic recreations that in some cases incorporate a
momentous reflection about the use of language, and not direct samples of language from those
contexts. Ironically, literature as aesthetic recreation can be regarded a much more “authentic” source
and can stimulate more authority in the use and fortification of language than English textbooks or even
than direct samples of language, more so if students develop an “aesthetic reading” of the text (Langer,
1989). Through this individual and social experience students can foster a closer relationship with
language, since they are reconstructing the target language on their own for their own learning process.
Nonetheless, the improvement of language enrichment is not restricted to what this kind of dynamic
offers. Language enrichment, if it is through an aesthetic reading or an “efferent reading” of a literary
work, sets down a “rich context in which individual or lexical items are made more memorable” (Collie
and Slater, 1990, p. 5). A literary text gives students a much clearer notion about the Indonesian Journal
of English Language Teaching 54 Volume 8/Number 2 • October 2012 syntactic structure of a written
text and to what degree written language differs from spoken language. By getting accustomed to the
formation and function of sentences, to the structure of a paragraph, a section or a chapter, their
writing skill develops and their speech skill can gain powerful expression. It is certain that students
remarkably enlarge their vocabulary by being subjected to a literary text. Looking up words, however, is
quickly followed by looking up cultural references and this process leads to cultural enrichment. In an
efferent reading the text can provide ample information concerning the cultural context of the
geographical location that it describes. As they read, students fathom the modern or historical way of
life where the story is ensuing and thus grow insight into the country that speaks the language they are
learning. An efferent reading bears down on portrays of landscape, weather, architecture, decoration,
dress, customs and traditions, among other things, which increase vocabulary, language, and a cultural
insight. This approach, however, suggests two major disadvantages. On the one hand, an efferent
reading makes the students alienated from the text and language, as it avoids an active environment of
creative experimentation at a personal and collective level. On the other hand, cultural insight is very
shallow owing to the nature of the efferent reading, since readers only follow the leads provided by the
text itself, thus missing the intertextual references the literary work may offer. In order to prevent these
insufficiencies in the classroom, the efferent reading must be bolstered by the virtues an aesthetic
reading provides. In an efferent reading the text is considered as a closed and perfected object that a
student can only ponder in a passive manner from the perspective given by the teacher (which in many
cases is an institutional perspective). An aesthetic reading assists students in making connections
between the text and the target language having on their own identity. Regarding cultural insight, an
aesthetic reading gives the notion of transaction (Colie and Slater, 1990, p. 17). Intertextual references
not only make reference to another literary text, but also to an overall cultural experience influenced by
the socio-historical context. Casting around these relations and reflecting on them conduce tudents to
establish a major understanding of the way of life of the context the target language stems from, and
furthermore, these references open the door for students to make visible how the literary text
overflows to other cultural disciplines, forming a symbiotic, nourishing relationship. By exploring these
other paths offered by the target culture, a universe of possibilities is opened for the study of a foreign
language where students can weave their own experience and life 55 Syofyan, Donny Teaching English
Through Literature with these disciplines (arts, politics, sports),accomplishing a close empathy between
language and their way of life. LITERATURE AND VALUE INCULCATION In commemorating Sanctity Day
of Pancasila, students may wonder whether the state’s foundational ideology remains relevant to day-
to-day actual life in this country. That public curiosity makes sense since it is no longer considered by
many as a rallying ideology, both in theory and practice. Pancasila seems to have lagged behind
students’ minds and hearts as the government takes a half-hearted approach to mainstreaming the
state ideology. Many view it as being incapable of getting over this country’s diverse problems. Failed
ventures on Pancasila mainstreaming measures are inseparably linked to the government’s preference
to political over cultural approach. Judging from that matter, I regard that literature, say literary pieces,
and could play a pivotal role in inculcating Pancasila values into public mind and heart. Reading
literature encourages students to be more prudent. Every time readers read literary pieces, they would
find moral and aesthetic aspects. Despite their distinct emphasis on the aspects, writers strive to
balance their moral messages so as to cause no judgmental effect on the readers and control their
aesthetic features so that their pieces will not be void of strong messages. Efforts to convey moral
messages of Pancasila, for instance, are applicable through exposure of intrinsic elements of novels or
short stories to readers. Understanding plot—cause and effect-based series of events— persuade
readers to get patient. Good readers attempt to catch the idea and narrative structure of the story
through their understanding on the plot. They will never deduce while they are yet to arrive at climax.
Their perseverance in following the plot sequentially make them not jump to conclusion and get better
inference instead. Enjoying literary works is pretty much the same as going through life. One often
suspects that a concubine is cursed following her ongoing extramarital sexual relationship with lots of
men. Through Y.B. Mangunwijaya’s novel, Burung-Burung Manyar, published in 1981, one will learn that
being a concubine is not so much about cohabiting with men to whom she is not married. Rather it is to
do with imperial complexity and a matter of survival. It turns students to be reflective than judgmental.
Conflict taking place in the Mangunwijaya’s novel forbids many from pointing the finger at female
intricacy on the one side and pushes sense of compromise among students on the other. This nation is
always in dire need Indonesian Journal of English Language Teaching 56 Volume 8/Number 2 • October
2012 of compromise and accommodation, which basically enforces fourth sila (principle) of Pancasila on
democracy. Examining Umar Kayam's Para Priyayi (The Javanese Elite), students will get enlightened on
how to put pluralism on a pedestal in Indonesian context. In his work, Kayam wrote about the
aristocratic values that were not identical to feudalism. Aristocracy is described as a patron of humanity.
A person can become a legitimate aristocrat if he or she has a social awareness and not because of a
feudalist system. This novel revolutionized students’s mindsets on aristocracy. Respecting pluralism
brings students to the point where they esteem truth relativism. For writers, literary pieces produced
indicate voices of multiple truths inasmuch as they deem truth as personal thing. A truth for Hamka, for
example, is not necessarily compatible with what is considered truth for Y.B. Mangunwijaya. While the
former believes that truth is buttressed by religious tenets, the latter ascribes it to the dictates of
conscience. Plural religion and religiousness deal with justice, which are manifestation of fifth sila of
Pancasila. Equally important is that literature is efficacious in prompting students to love history.
Appreciating Pancasila means to recognize the significance of history. Various events or incidents to
change Pancasila as the state’s foundational ideology in the past should be now responded by driving
students to love the country’s history. This is particularly true as Pancasila is the product of history as
well. Teaching and reading literature are instrumental in making history more vivid owing to the writers’
creativity and imagination. The two tools serve to energize the storyline which in turn result in more
dramatic messages to the readers. Take Ronggeng Dukuh Paruk, written by Ahmad Tohari as example.
While Soeharto’s New Order regime applied strict measures to political detainees alleged to be
members of the now banned Indonesian Communist Party (PKI), Ronggeng Dukuh Paruk managed to
raise students’s awareness about the suffering of ordinary civilians in the aftermath of Indonesia’s
political turmoil in the 1960s. Political approach taken by the government to the PKI members in its
attempt to preserve Pancasila will only create historical revenge and hostility as it does away with
humanitarian values. In contrast, through its fictional characters, Ronggeng Dukuh Paruk inspires
students to have more balanced view on those who were suspected of being PKI members. Principle
messages of Pancasila fall free as justice is taken away even from those who aspire to deconstruct the
state ideology like the PKI. . 57 Syofyan, Donny Teaching English Through Literature It stands to reason
that a literary work is capable of rendering students more dynamic due to its cathartic effect on the
readers. Those whose mind is reeling and whose heart is touched after reading novels, short stories or
poems are ready to change and accept a new truth rather than those who have been indoctrinated
politically to defend Pancasila. Thus it is no exaggeration to say that literature can contribute to set the
record straight or straighten out history, particularly to review the very meaning of Sanctity Day of
Pancasila nowadays. LITERATURE PROMOTES INTERACTIVE READING Many teachers stay away from
using poetry in class because they believe that poems have many hard words and odd phrases in them.
Cultural references also make some poems seem difficult for our students. The use of poems is
recommendable in spite of these likely difficulties because poems are short. It requires the students to
think about what they are reading and require an interpretation. They are an excellent way to improve
students’ skills at making inferences. Some students do not like poetry and they will switch off before
you even start the lesson. Starting with something that students are used to is worth trying, something
from their own experience and making them draw or sing or act out or describe in an imaginative way. It
is something connected with the topic of the poem. While expecting the class to read a poem about a
volcano, I started with something more general, namely mountains. It is believed that many students
have visited a mountain. Therefore useing their previous experience to get them think about mountains
in an innovative fashion is a good one. Students were asked to remember the last time they went to a
mountain, why they went there, what they did. They were asked to remember the small of the
mountain, the sounds, the colors, and the weather. Also they were expected draw a scene and tell a
partner or the class about it, something to stimulate the senses and creative juices of the people who
will read the poem. Considering poetry is a creative and the students are required to be in a creative
mind set before they see the text, I can ask them to tell me what the mountain is saying. If this is new
idea for the class, I can tell them that the mountain is speaking and saying, “Do not come up here with
your stupid mangals.” And I can ask them why the mountain says this. Then I can shift their attention to
the poem and to the title. I can ask them to guess what the poem will be about. In class I would write it
on the board. I do not want the students to have the poem yet because they will start reading and will
not follow the lesson. Indonesian Journal of English Language Teaching 58 Volume 8/Number 2 •
October 2012 Another activity I could use is a picture dictation. The teacher dictates a picture and the
students draw it. The first time I do this the students usually want to spend a long time on it. When they
get the idea that a sketch is enough, they will get faster. The second time and the third tie I use this
activity the class will get better and faster. I found that it took a long time at the beginning. Picture
dictation: Draw the mountain I’m describing to students - There is a big mountain with snow on top.
There are many pine trees on the mountain. There is a small lake half-way up the mountain. There are
some small streams running down the mountain. At the foot of the mountain there is a village. There is
smoke coming out of the houses because it’s winter. Students are required to compare their pictures
with their friends. Imaginary dialogue: Imagine the mountain can talk. Read what it says - explain why it
says these things. Don’t come up here and smoke your stupid cigarettes on me! Don’t cut down trees up
here! What else can the mountain say? Who are the mountain’s friends? Who are the mountain’s
enemies? Each class needs a different amount of preparation time before getting to the poem. In terms
of teaching English through poems, it is necessary to show students the title and let them make
inferences. Here is a poem - Look at the title. What kind of mountain is it? Loo-Wit, which means “Lady
of Fire”, by Wendy Rose Now students should be ready for the idea of a poem or story where a nonliving
thing is described like a living thing. 59 Syofyan, Donny Teaching English Through Literature I ask the
students to read the title and tell me what they think the poem is about. You can ask questions like: Is it
going to be about a Turkish mountain? No, because the name “Lou-Wit” is not Indonesian. I elicit or tell
the students that the poem is about a volcano after listening to their guesses. We can ask students what
vocabulary they might find about volcanoes and teach some vocabulary: ash, smoke, lava, erupt, etc. As
the teacher in front of a real class I would probably quickly give the meanings of these words: Spit,
tobacco, before they see the first section of the poem. Then I write give the first part on the board and
ask the students to read it and tell me what kind of old woman it is. Where is she? What is she doing?
What do you think will happen next? ….this old woman no longer cares what others think but spits her
black tobacco any which way stretching full length from her bumpy bed Finally up she sprinkles ashes on
the snow, cold buttes promise nothing but the walk of winter Ask the students to share their ideas with
you about the meaning. What is starting to happen? One of my favorite things about using literature in
class is that there are so many correct answers! Students can say almost anything as long as they can tell
you which words in the poem support their interpretation. We can practice making inferences very
nicely with poems. Here are some questions I might ask. Why does the volcano erupt? Does the poem
give any explanation? How does Lou-Wit feel about people and their actions? How do you know? Why
do volcanoes erupt according to scientists? Indonesian Journal of English Language Teaching 60 Volume
8/Number 2 • October 2012 What is the relationship between humans and nature according to the
poem? We ask students to do research into real life issues - go on the web and look for information
about volcanoes. The research can be Indonesian or in English. It does not really matter as long as they
do some extra reading. With the intention of planning then we should deem why a piece of literature is
hard for students. Please consider culture. Is it too far-flung from the reader’s experience? Teacher’s
role is significant in selecting type of introductory exercise to give. Only the teacher can know where the
students will get baffled. Try to give students some element of choice - let them choose the topic of the
next poem or let them choose between reading a poem or a short story. Reading comprehension is very
heavily influenced by (lack of) background knowledge. However, the way that children socialize and the
peer pressure on them affects their responses and may limit creative or original responses. It’s not cool
to like school. Students enter into a world more easily if it is similar to the readers’ world, i.e. if the
cultural world of the text supports the students’ cultural assumptions and beliefs. So teachers should be
careful about cultural issues - design tasks which will help the students with cultural aspects. If you are
interested in the theoretical side of this subject: Vygotsky considers the “Zone of Proximal
Development” (2003) provides a scaffold for learners to construct meaning if teachers build bridges or
links of meaning. Teacher knowledge of the students’ background knowledge is crucial to making the
links. We may need to give students an idea about how a literary text may be different from a more
ordinary text, like a letter or conversation. They may not have any positive experience of reading
literature in their mother tongue. After reading, students listen to the text and make a note of (how
 characters look, etc.). Students can practice inferring meaning from the context. Teacher can help
students select most useful or important words for future study. Students can choose their favorite
words to learn as a class. They can rewrite a text and put it into different formats. Write a summary in
Standard English. In addition, after reading students can compare style and dialect with Indonesian -
what kind of Indonesian is similar? They should recognize vocabulary grids such as colloquial, neutral
and formal ways of saying something, spider grams with vocabulary about the theme. They might
identify the narrator and discuss the parts they add to the text. How do these comments affect the
reader’s opinions? We can introduce the idea of “bias” to our students. 61 Syofyan, Donny Teaching
English Through Literature Having taught poems to students, I conclude that teaching with literature is
enjoyable since reading authentic texts can be very motivating, literature promotes interactive reading –
reader must interpret the text, literature can easily lead to a lot of productive work and classroom
activities can involve any or all skills. I am not trying to teach students about famous writers from the
past, like we learned at school. I am trying to make them use their creativity and use their English to
write and speak. They need practice and they need to be motivated. As we all know, doing lots tests or
studying grammar for years and years isn’t enough to be able to use the language. CONCLUSION
Literature plays an important role in the English programs, particularly for many non-English speaking
countries. As Obediat (1997, p.32) states, literature helps students acquire a native-like competence in
English, express their ideas in good English, learn the features of modern English, learn how the English
linguistic system is used for communication, see how idiomatic expressions are used, speak clearly,
precisely, and concisely, and become more proficient in English, as well as become creative, critical, and
analytical learners. Literature is not only a tool for developing the written and oral skills of the students
in the target language but also is a window opening into the culture of the target language, building up a
cultural competence in students. THE AUTHOR Donny Syofyan is a lecturer at English Department
Faculty of Humanities at Andalas University. REFERENCES Collie, J. & S. Slater. (1990). Literature in the
language classroom: A resource book of ideas and activities. UK: Cambridge University Press. Obediat,
M. (1997). “Language vs. literature in English departments in the Arab world” in English Teaching Forum.
Syofyan, D. Pancasila and literature (unpublished article) Rose, W. Loo-wit in skills practice. New Jersey:
Prentice-Hall Inc Kozulin, A. (2003). Vygotsky's educational theory in cultural

Module 5: Language through Literature

Download: 
 ORELT--Module 5_Modified.pdf
 ORELT--Module 5_Modified.doc
Units in this module
 Unit 1: Analysing Literature: Introduction to the Language of Literary Texts
 Unit 2: Using Literature to Develop Sensitivity to Life’s Values
 Unit 3: Language and Style in Literary Texts
 Unit 4: Sustaining the Habit of Reading Literature for Language Development

 Unit 5: Facilitating Critical Thinking through Literature

Welcome to Module 5 — Language through Literature
Children’s literature is an important means of creating opportunities for communication and language development
through listening, speaking, reading and writing activities. It exposes students to real-life values and stimulates
sustained interest in literature. This module presents collaborative and interactive activities to promote literature
appreciation and language proficiency at the JSS level. Perhaps the most challenging part of teaching literature is
developing the critical and creative potential of the students. The activities in this module will give you strategies to
connect literature to students’ lives and the world at large.

Is this module for you?

This module is intended for teachers of English as a Second Language (ESL) at the JSS level, and especially for
teachers who teach English language and literature courses.

Module objectives
The objectives of this module are to:

Objectives  create opportunities for your students to communicate effectively in English through

 enable you to help your students absorb the values expressed in literature,

 help you identify and use effective strategies to stimulate students’ interest in the exte

 help you organise collaborative and interactive tasks around children’s literature, and

 use literature to develop a critical and creative use of language.

Module outcomes
Upon completion of Module 5 — Language through Literature you will be able to:
Outcomes  teach language through literature using diverse strategies,

 stimulate interest in the extensive reading of literature,

 organise collaborative and interactive tasks that facilitate language learning through l

 develop critical thinking and creative writing skills in students through exposure to a

Time frame
How You will need approximately 15 weeks to finish this module — eight weeks for formal study and
long? recommended.

This is a distance learning programme, thus the time frame is flexible and largely self-directed.

Study skills
Study As an adult learner your approach to learning will be different from that of your school days: you wi
skills personal motivation for doing so and you will most likely be fitting your study activities around othe

Essentially you will be taking control of your learning environment. As a consequence, you will nee
setting, stress management, etc. Perhaps you will also need to reacquaint yourself with such things a
resource.

Your most significant considerations will be time and space; that is, the time you dedicate to your le
We recommend that you take time now — before starting your self-directed study — to familiarise y
 on the Web. For example:

 http://www.how-to-study.com/
The “How to study” website is dedicated to study skills resources. You will find links for tips on stu
notes, strategies for reading text books, using reference sources and coping with test anxiety.

 http://www.ucc.vt.edu/stdysk/stdyhlp.html
This is the website of Virginia Tech’s Division of Student Affairs. You will find links to tips on time
skill checklist, basic concentration techniques, how to take control of your study environment, note t
memory skills (“Remembering”).

 http://www.howtostudy.org/resources.php
Another “How to Study” website with useful links to learning about time management, efficient read
putting your knowledge into practice, memory building, staying motivated and developing a learnin

The above links are our suggestions to start you on your way. At the time of writing these Web links
to www.google.com and type “self-study basics,” “self-study tips,” “self-study skills” or a similar co
Need help?
Help Contact your Google Group support email, SMS number or your tutor.

Group email: [email protected]
Assessment
Assessmen Each unit of this module consists of a self-assessment activity. The assessments are for se
t goal of the module is to develop your teaching-learning skills, not to test you.

 Assessment is also meant to encourage you to think about and devise some innovative tea
relevant to your students.

 All assessments are to be completed at the end of every unit. You may cross-check your a

COURSE OUTLINE IN Teaching English in the Elementary Grades (Language Arts) COURSE TITLE :
Teaching English in the Elementary Grades COURSE CODE : TEEGLANARTS NUMBER OF UNITS : 3 UNITS
CONTACT HOURS : 3 HOURS PREREQUISITE : 1 PURCOMM COURSE REQUIREMENTS : Project-based
Learning Plan Microteaching COURSE DESCRIPTION : This course is designed for teaching in the primary
level. It will emphasize English as a second language with main focus on language teaching
methodologies to improve knowledge and fluency in the English language in listening, reading, writing,
speaking, and viewing. Use of content in the structures of English and Children’s Literature in English will
be included. Project-based, task-based learning activities shall be considered. COURSE LEARNING
OUTCOMES: 1. Learn about the methods of teaching English as a second. 2. Learn about some of the
strategies and techniques used to address specific language skills. 3. Learn about the methods of
assessing ESL student. 4. Identify the competencies in the different domains of literacy and illustrate
how these are developed in the child’s mother tongue and to his/her second language/s. 5. Use
technology in designing integrated lessons and instructional materials that are culturally relevant and
developmentally appropriate for ESL student using children’s literature in English. 6. Apply the different
strategies in teaching ESL through exercises, well-developed lesson plans, and micro-teaching activities.
COURSE CONTENT PRELIM and MIDTERM FINALS 1.Overview of the Course 2. Perspectives on First and
Second Language Acquisition and Various Factors that Influence Learning. 3. The Languages Curriculum
in the K-12 Program  Domains of Literacy and the competencies to be developed in each domain 
Literacy in the mother tongue and the second language/s: Bridging among languages  K-12 Issues: ESL
Standards, Standards-based Instruction and Assessment, Collaborating with Mainstream Teachers and
Parents 4. ESL and Bilingual Methods of Teaching Children 5. Standards-based Unit Lesson Planning 6.
The teaching of listening, reading, writing, speaking, and viewing 7.Oral Language Development and
Grammar Awareness: Integration of Literature and Skills  Ways of developing oral language  Lessons
on Grammatical Structure  Using a story as a springboard in a grammar lesson  Explicit instruction in a
Grammar Lesson  Designing a Grammar Lesson 8.Developing Vocabulary and Spelling Skills. 
Vocabulary and comprehension skills development  Spelling 9. Developing reading fluency  The
difficulties in oral reading  Strategies in developing reading fluency  The relationship of fluency to
reading comprehension 10. Developing Composing Skills  Putting down ideas on paper: the stages of
writing development  The issue on invented spelling and mechanics of writing  Teaching the
mechanics of writing 11.Comprehension: the ultimate goal of reading  Listening and reading
comprehension  Formulating questions of different levels about selection read  Explicit instruction of
composing skills 12. Developing Study Skills 13. Teaching the ESL Skills in an Integrated Way  Micro-
teaching Activities 14. Addressing Differences in handling ability differentiated instruction  Micro-
teaching activities GRADING SYSTEM (Campus ++): Class Standing:70% Major Exams: 30% Passing
Percentage for General Education Subjects: 50% Passing Percentage for Professional and major subjects:
60% REFERENCES: Buchanan, K. (2005). “School administrators’ guide to ESL standards.” This is
published by the TESOL (Teaching English to Speakers of Other Languages) association. Available directly
at: http://www.tesol.org/s_tesol/bin.asp?CID=112&DID=2040&DOC=FILE.PDF. Day, R., & Bamford, J.
(2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14 (2).
Available at: http://nflrc.hawaii.edu/rfl/ Godwin-Jones, R. (2005). Emerging technologies: messaging,
gaming, peer-to-peer sharing: Language learning strategies & tools for the millennial generation.
Language Learning and Technology, 9 (1), 17-22. Available at: http://llt.msu.edu Poole, A. (2005). Focus
on Form Instruction: Foundations, Applications, and Criticisms

Course Syllabus ELT 305 – Literature and Language Teaching Faculty of Education Department of English
Language Teaching Fall, 2013-2014 Instructor Information Instructor : Sen. Inst. Ali İLYA Office Location :
Block C, 4202 Telephone : Office – (264) 614 1033-173 E-mail : [email protected] Office Hours :
Course Identification Course Number : ELT 305 Course Title : Literature and Language Teaching Credits /
ECTS : 6 / 9 Course Location : Class Times : Prerequisites1 : ELT 105 Reading and Writing Skills ELT 201
English Literature ELT 202 American Literature Course Description/Overview ELT 305 is designed to raise
an awareness of various approaches to the integration of literary texts into EFL/ESL contexts. The course
departs from a close analysis of different definitions of the term “literature,” moves on to an exploration
of the preliminary terms, notions and concepts, and turns to a discussion of the pros and cons of
utilizing literature for the purpose of teaching language. The process encourages you to debunk the
myth that defines the language of literature as “literary,” an adjective which divorces the language of
literature from other uses –particularly from everyday language- and definitely it invites you to rebut the
misconception that the language barrier in the literary materials makes it accessible only to the
advanced learners. Through an examination of numerous teaching 1 Though they are not formal
prerequisites, your success in the present course highly depends on the attainments of these courses. 2
activities to be conducted at all levels and first-hand experiences you gain by means of micro-teachings,
you construct a new understanding of not only “literary language” but also the place of literature in the
field of ELT. Following the presentation of the introductory remarks, the course focuses on each genre
separately and introduces its distinctive features in terms of language uses. As you further you sharpen
your wits and become favorably disposed towards making use of literary pieces in the field since you will
definitely appreciate that they present authentic uses of the language, a blend of various registers on a
single tissue, certain deviations from the formal use of English and many sorts of second-hand
experiences which generate enthusiasm and motivation for learning the language. Course Learning
Objectives Upon the successful completion of the present course, the students should be able to 
enumerate various definitions of the term “literature,”  identify some characteristics of the language
used in the literary pieces,  explain basic characteristics of different approaches to teaching language
through literature,  exemplify some sorts of language deviations in the literary pieces and explain their
importance for developing language awareness,  appreciate the necessity of integrating literature into
EFL/ESL contexts,  give some examples of pros and cons of the use of literature in ELT. Instructional
Methods & Techniques & Strategies Our classes will be heavily based on debate, discussion;
brainstorming and questioning that stimulate in-class participation of the students. Since you have been
taught the necessary terminology and the distinctive features of each genre along with different
theories of approaching a textual material in the previous literature courses, I will not elaborate on them
once again but at times I will provide you with some reminders and expect you to reconstruct your
current knowledge by adding the new information onto the existing fund of knowledge. But please make
sure that I will not bring anything ready-made and let you just listen and repeat or waste your time with
typing; rather what I expect you are to do extensive research on the topic beforehand by scanning the
databases of the suggested websites or by reading the assigned pages to be informed about the subject
matter and to bring your questions to the class. Since being in the classroom setting or attending the
classes means in-class participation to the fullest extent possible –it goes without saying that this means
in-class participation is compulsory independent of the degree of your willingness-, the first and
foremost criterion to attend the classes is a close reading of the course materials not in time but on
time! If you have a serious excuse that precludes you from accomplishing your task throughout the
process, please let me know it; otherwise you cannot anticipate indulgence & tolerance. Metaphorically
ELT 305 is a tissue on which the curricula of ELT and literature are blended, thus the students should be
able to retrieve the related information when it’s required and produce their own interpretations and
comments in the light of the instructions. 3 Furthermore, in comparison to the previous literature
classes, it attaches a greater significance to the practicality, to put it another way you’re supposed to
give sample presentations that necessitate you to apply to the theory discussed within the classroom
setting and to press yourself into service. Not only while you’re performing but also while you’re
observing your class mates, you’ll consolidate your knowledge and add new dimensions to your teaching
skills as you’re exposed to constant feedback. Course Resources Required Course Text  Bassnett, Susan
and Peter Grundy. Language through Literature. Singapore: Longman, 1993. Print.  Lazar, Gillian.
Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge: Cambridge University
Press, 1993. Print.  The Course Package. Notes on the Required Texts  First of all, please make sure you
have the same version to the one indicated above. As we do close reading in the classroom, it’s very
important that all the students look at the same version of the text, otherwise it would be challenging
and distracting.  No photocopies will be accepted other than the papers compiled by me.  Some
different ways might be possible to obtain the materials.  Obtain all the required course materials by
the end of the first week of the semester.  Please make sure that the related text/s is/are with you
throughout the class time! Grading Scheme Grading System Letter Grade Percentage Grade
points/credit Rating AA 90% & above 4.00 Excellent BA 85% – 89% 3.50 Very good BB 80% – 84% 3.00
Good CB 75% – 79% 2.50 Above average CC 65% – 74% 2.00 Average DC 58% – 64% 1.50 Below average
DD 50% - 57% 1.00 Inferior FF 49,99% and below 0.00 Failure GR Given those not taking the final test
without a formal excuse. DZ Given those who do not maintain regular attendance. For the present
course, those who miss more than 25% of the class hours will be graded a DZ, and they do not have a
right to take the make-up examination at the end of the semester; that is to say a DZ means absolute
failure! 4 Grading Policy Grades will be based on the following: Midterm 20% Performance Work / In-
Class Participation 10% Micro Teachings 2 x 10% Final 50% Total 100% Lesson Plans / Reports A student
is supposed to submit a rough draft of his/her lesson plan both to me and to the class-mates via email
two days in advance of the day his/her micro-teaching has been scheduled so every observer is
informed about the attainment targets, procedure, materials etc. and it permits them to generate their
own set of criteria to assess the performance and to decide on the points they focus their attention on.
Pursuant to the feedback you receive, you will reorganize your lesson plan and hand in a computer
printout to me in a week. Announcement Intervals Under normal circumstances, I will announce your
score on a task within two weeks following its due date. But the scores on your micro teachings along
with the lesson plans will be announced when all the students perform their tasks. You can learn your
grade through OBIS for each work.. Plus, on your micro-teaching I will share my feedback and it’s
beneficial for you to keep a record of the feedback you receive since it presents a chance of observing
your improvement. Course Requirements Microteachings Each student is assigned to do TWO
microteachings throughout the semester. Your performance lasts approximately half an hour and gives
you the chance to act as a teacher, to improve your teaching skills and to gain first-hand experience. In
the first week, I will organize the schedule of the performances and announce it in class. Midterm The
midterm carries 20% and depending on the process and your performance, it might be either
performance-based (micro-teaching) or sit-on. It’s made up of open-ended questions that allow you to
produce your own original answers and the test items encourage you to use your knowledge of ELT
Methodology and literature to comment on certain issues. Besides, it may include fill-in-the blank,
multiple choice and true/false items. Performance Work / In-Class Participation After each class session,
I will assign you either a plus or a minus based on your in-class participation. Through the end of the
semester, the number of plusses and minuses you have will settle your performance score that
constitutes 10% of the overall arithmetic mean. 5 Final The final-term exam covers all the subject
matters discussed throughout the semester. Similar to the midterm test, it’s composed of various test
items ranging from open-ended questions to fill-in-the-blanks that measure the extent to which you
attain the targets. It lasts approximately two hours, carries 50% and could be repeated at the end of the
semester as a make-up test if you fail. Notes on the Submission of the Papers Firstly, as stressed above,
each assignment is submitted on the due date. You will print out your assignment and submit it in class.
Also I expect you send me the soft copy of it. Solely emailed papers and papers under my office door are
not accepted! Course Policies Attendance The very first criterion to do well in that course is to maintain
a regular attendance, so attendance is mandatory! A student missing more than 25% of the all class
hours –for the present course 20 hours; it is equal to 10 class sessions since each session lasts two
hourswill lose the chance of taking the final and be graded a DZ. Those graded a DZ cannot take the
make-up exam at the end of the semester for the failed students, therefore as indicated above it means
absolute failure! Plus, just sitting in the classroom does not mean that you maintain attendance. To get
information on that, please refer to the section, “Instructional Methods & Techniques & Strategies” on
the second page. A student attending the first half of a class session is supposed to remain for the
second half too; otherwise s/he will be considered absent from the whole session. But if you have an
excuse, please see me during the break to inform about it and ask for permission. Lateness A student
can attend the class if s/he is not late more than 10 minutes. But if you exceed the limit, please wait for
the break to attend the class. Please bear it in mind that repeated lateness will also count towards the
attendance limit. Forged Signature Heaven forbid that I should ever detect a forged signature on the
attendance sheet! Honesty is above everything, so if I see you doing that, my impression of you will be
deeply affected and trust I put in you will be annihilated. The first time I will warn you; if you persist in
repeating your action, I will deliberately inform the administration on your illegal behavior. Use of
Technological Devices Throughout the class time other than the practical hours, no student is allowed to
use mobile phone or any other technological devices including laptops, netbooks, tablets, iPods etc. This
prohibition includes utilizing your mobile phone as a dictionary. Each student is supposed to bring a
comprehensive dictionary with him/her, so an electronic one is not 6 necessary. That rule will be strictly
applied since the aforementioned tools are driving you to distraction. Collaboration/Plagiarism Rules &
Academic Dishonesty Research-based writing in American institutions, both educational and corporate,
is filled with rules that writers, particularly beginners, aren't aware of or don't know how to follow.
Many of these rules have to do with research and proper citation. Gaining a familiarity of these rules,
however, is critically important, as inadvertent mistakes can lead to charges of plagiarism, which is the
uncredited use (both intentional and unintentional) of somebody else's words or ideas. While some
rhetorical traditions may not insist so heavily on documenting sources of words, ideas, images, sounds,
etc., American academic rhetorical tradition do. A charge of plagiarism can have severe consequences,
including expulsion from a university or loss of a job, not to mention a writer's loss of credibility and
professional standing. (Purdue University) Penalties of plagiarism vary from failure of the assignment to
failure of the course to university reprimand, so cite work using the MLA style. You can refer to the
following websites to learn about the cases considered plagiarism and some basic tips to avoid it. If you
cannot make sure whether you plagiarize or not, please consult me during the office hours before the
due date of the assignment. Links to be referred about plagiarism and academic dishonesty:
https://docs.google.com/viewer?a=v&q=cache:3oSxBLRvG78J:www.wadsworth.com/engli
sh_d/special_features/plagiarism/WPAplagiarism.pdf+wpa+best+practices&hl=en&gl=us&
pid=bl&srcid=ADGEESgada7GOZkdp0heMYBqABCq4z04p6ZeSlbV7LaSqjQNCt5iKxgOf11CC