Teaching English Literature in India (TELI)

Literature Teaching-1

1. Literature Teaching-1 Name : Shranti Sitaram Hake Roll no: 3057 Class : M. A. part 2nd Semester : 4 Sub : English Language and Literature Teaching Guided by: Kakade Madam College : S. M. Joshi College Hadapsar , Pune

2. TEACHING ENGLISH LITERATURE In India (TELI) The teaching of English literature has been carried on in our Country for well over a Century. The British left India more than thirty years ago, but even today the importance of English language and literature is being increasingly felt. The writers of India express their context through Indianess .

3. As a result ,we now have Indian Literature in English and Commonwealth Literature in addition to British and American literature. Braj Kachru has used the word ‘Non-Native Literatures’ for literatures in English produced by the countries like India. For long time , the native users did not consider the non-native writers of English as a part of literary tradition. But sooner or later Non-Native literature gained well – deserved recognition.

4. What is the use of Non – Native Literary text? The answer to this question is this text has lexical , syntactic , thematic and even cultural significance. E.g. Indian English Literature has Indianness and simple and complex themes. Our teachers and students are fully aware of the benefits of 'English' as a broad, flexible, and liberal discipline, although there have been consistent attempts in recent years to minimize its importance.

5. Characteristics of a Literary Text Variety Register Author Text Linguistic devices

6. Nativization The other words are ‘ acculturization ’, ‘indigenization’. It is also known as ‘hybridization’ of a language in a non-native socio-cultural context. In context of English , the term refers to the change which English has undergone as a result of its contact with various languages in diverse cultural and geographical settings in the Outer circle of English. Nativization is the process whereby a language gains native speakers.

7. Devices used for Nativazation Lexical innovation Translation equivalence Contextual redefinition Rhetorical and Runctional styles

8. Advantages of Teaching Literature Literature provides a language model for those who hear and read it. Literature develops thinking skills. Literature supports all areas of the language arts curriculum. Literature helps children deal with their problems.

9. Multicultural literature helps readers value people from different races, ethnic groups, and cultures. Literature helps establish career concepts. Literature integrates the curriculum. Literature improves reading ability and attitudes.

10. Disadvantages of Teaching Literature From the teacher's perspective, teaching using a literature-based approach can be more difficult than using other approaches. First-time teachers may find it especially challenging, since literature-based approaches inherently have less structure than many other approaches. Teachers also may struggle with effectively assessing a child's progress. Because literature-based instruction is less widely used than other forms of instruction, teachers often spend hours choosing literature selections, as well as developing activities and evaluations that reflect the content.

11. Finding appropriate literature selections that address the skills that students need to learn can be challenging, and finding selections that actually build from one year to the next is virtually impossible. This means that using literature-based instruction may prevent students from building their skills in a systematic fashion, and they may miss out on some skills entirely. Especially as students advance to the next grade, they will feel a lack of continuity, which can prevent them from growing as readers, writers and thinkers.

12. Relationship between language and literature Relationship between language and literature can’t be separated. To make literature based on the language. Therefore language is very important. Without we understand the language we can’t make literature. And to read the English literature we should understand the language, socio-culture background. So, learning language should not be separated from learning the pattern and values of the culture of which it is a part. Literature should be part of curriculum for foreign language teaching. It will can to increase all language skills because literature presents language that illustrates a particular dialect which is embedded within a social context.

13. As such, literature is deal developing an awareness of language use. Furthermore, literature can foster an overall increase in leading proficiency, increase their motivation to interact with the text, increase their understanding of that culture and perhaps spur their own imaginative writing. Literature does have a place in the English as a foreign Language Curriculum because literature is an ideal vehicle for illustrating language use and for introducing cultural assumption. Literature, therefore, should be taught when the student is advanced and his control of language, and in his understanding of the culture and literature.

14. It is the teacher’s responsibility to find away to prepare the student to understand the experience a particular piece of literature. The foreign language teacher should always remember that even when a student does not yet express himself fluently either in writing and speaking, he is still frequently able to comprehend and contribute to a discussion of a piece of literature. He has read and discussed and studied poem, plays, novels or short stories in his own language, and he is familiar with the elements and form of literature written and his native language.

15. Stylistic and Pragmatic approaches to teach Literature A Stylistics approach teaches students how to look for and interpret stylistic dimensions of a text. Students are made to learn how what is said is said and how meanings are made . They are taught to know what makes the language of literature different from everyday language, if it really is. The environment of our classes at the college level is lecture-based where teacher remains at the helm of affairs and students are demanded to be patient listeners, which makes them hardly participative

16. If we adopt the stylistic approach to teach literature at the college level, it will help the students understand the role of language in literature. Language is made up of words, structures and sentences and literature is made up of these words, structures and sentences. Literature is language in its applied form and prepares a basis for the study of language through various points of view. Every piece of literary writing is different from the other. They have similarities but are never identical. Every piece of literature is unique with own peculiarities. Therefore, literature offers as many models or varieties of language just as we many writers. How the writers use the same limited set of sounds with a variety of words, structures, syntax and collocations – set the platform for the stylistic analysis of a particular task.

17. Stylistics as Applied Linguistics Stylistics is regarded as applied linguistics and teaching of literature at the college/university level can be regarded as applied stylistics as students are basically taught to interpret or analyze a literary text using stylistic features. The stylistic approach provides an objective basis for interpretation of a literary text. It works like a scientific tool and fixes some standards on which the students can test any piece of literature. The learners when study the text from the stylistic approach, experience the work with a totally new insight as they work on their intuition. They build their own hypotheses based on certain facts or features related to the particular text and may reach to new findings or a new interpretation.

18. This approach helps them to know how the language works and transmit arbitrary meanings. The literary work becomes the only object to experiment with and find out more than one meaning using their own intuition. The benefit of this approach is that the teacher becomes a facilitator whereas the text and the students become the prominent elements of research/analysis which provides new results.

19. Conclusion In this way teaching English literature in India as a non-native literary text has it’s own advantages and disadvantages , and can be taught using stylistic approach to teach literature.

20. Thank you!