MODELS IN TEACHING LITERATURE. TESLS_Teaching

This presentation is all about models in teaching literature.

1. MODELS OF TEACHING LITERATURE IN ENGLISH  By: Iza Fia Sagrado, Hyzelle Cagulada and Dante Mecla

2. DIFFERENT MODELS Different models suggested on the teaching of literature to ESL/EFL students (Carter & Long, Lazar). How teacher uses a literary text depends on the model chosen. Differ in terms of focus of the text

3. CULTURAL MODEL Views a literary text as a product Treated as a source of information about target culture Most traditional approach Often used in university 3

4. CULTURAL MODEL Examine the social, political, historical background, literary movements and genres. No specific language work done on a text. Quite teacher-centered. 4

5. CULTURAL MODEL Views literature as a source of facts or information Reading tends to be based on obtaining information. Teacher transmit knowledge or information to the students. 5

6. CULTURAL MODEL Carter (1988) considers the information-based approach as a way of teaching knowledge about literature Literature is seen to offer source of information to the students 6

7. CULTURAL MODEL Lazar (1993): focus on content require students to examine history and characteristics of literary movements, cultural, social, political and historical background to a text, thus demanding a large input from the teacher. 7

8. ACTIVITIES Lectures, explanations, reading of notes and criticism provided in workbooks or by the teacher. 8

9. LANGUAGE MODEL Most common approach to literature in the ESL/EFL classroom Carter and Long (1991) refer to as the 'language-based approach'. Seeks a closer integration between language and literature Students can improve their language proficiency by using literature as a resource in language learning. 9

10. LANGUAGE MODEL For linguistic practice used in mechanistic way Provide a series of language activities orchestrated by the teacher. The language model seeks greater unification between language and literature. Cater (1988): the language-based approach helps students to focus attention on the way as to how the language is use. 10

11. LAZAR (1993) See literary texts as resource for language practice through series of language activities. Rather than studying literature for the purpose of acquiring facts and informations . Enables learners to access a text in a systematic and methodical way in order to exemplify specific linguistic features e.g. literal and figurative language, direct, and indirect speech. 11

12. LANGUAGE MODEL aims to be more learner-centered attention to the way language is used, meaning and increase general awareness of English can choose to focus on: general grammar and vocabulary or use stylistic analysis. 12

13. ACTIVITIES Close procedure Prediction exercises Jumbled sentences, Summary writing, Creative writing and role play 13

14. REDUCTIVE' APPROACH Carter and McRae (1996) describe this model as taking a 'reductive' approach to literature. Activities are disconnected from the literary goals: can be applied to any text. 14

15. PERSONAL GROWTH MODEL Outlined by Carter and Long (1991) Attempts to bridge the cultural and language model Focus on the particular use of language in a text Placing it in a specific cultural context. 15

16. PERSONAL GROWTH Helps learners develop knowledge of ideas and language -content and formal schemata -through different themes and topics. Seeks the opportunity for students to relate and respond to the themes and issues by making a connection to their personal lives. 16

17. PERSONAL GROWTH Function relates to theories of reading emphasize the interaction of the reader with the text. Text itself has no meaning, provides direction for the reader to construct meaning from the reader's own experience. 17

18. PERSONAL GROWTH Need of the students' personal engagement with the reading of literary texts. Focuses on the use of literature as a resource and not on the study of literature. 18

19. PERSONAL GROWTH Development of language competence and literary competence of the students pleasure and personal fulfillment which come out of the reading of literature making a literary text one's own 19

20. PERSONAL GROWTH Model aims to infuse a continuous love and appreciation of literary texts Helps learners to achieve on engagement with the reading of literary texts. Motivates and enlighten the students in the literature class 20

21. ACTIVITIES Reflection paper Debate open-forum Brainstorming 21

22. INTEGRATED MODEL 22 Duff and Maley (1990), main reasons for integrating these elements: Linguistic Methodological motivational

23. LINGUISTICALLY By using a wide range of authentic texts we introduce learners to a very wide range of styles, registers, and text types at many different level. 23

24. METHODOLOGICALLY Literary discourse allows readers to the process of reading: e.g the use of schema, Strategies for intensive and extensive reading etc. 24

25. MOTIVATIONALLY Literary texts priorities the enjoyment of reading 25

26. REFERENCES 26 Carter, R. & Long, M.N. (1991)Teaching Literature. Harlow: Longman Chitravelu , et. al. (1995) ELT Methodology: Principles and Practoce . Kuala Lumpur: Fajar Bakti. Collie, J. & SLater , S. (1987) Literature in the Language Classroom. Cambridge: CUP Duff, A. & Maley, A. (1990) Literature. Oxford: OUP Lazar, G. (1991) Literature and Language Teaching. Cambridge: CUP http://socyberty.com/education/models-of-teaching-literarure/#jxzz19xPSEULO CREDITS Sir Chan. Models of Teaching Literarture|Teaching Literature Studies. https://youtu.be/uqE0T8fAHBA?si=JEeKMAWMjvBtTm_7

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