The Role of Literature in EFL Classroom from an EIL Perspective
Quite recently, there has been an accumulated body of beliefs and claims advocating the beneficial role of literature as a legitimate vehicle through which a foreign language can be taught. Though this argument seems to be alluring, it can be problematic and target of much criticism if an English as an International Language (EIL) perspective is adopted. This paper first elaborates on the advantages of employing literature in EFL classroom. Then it furthers to argue that from an EIL perspective the fact that literature is highly culturally loaded, can potentially pose a threat to the cultural integrity of the learners. The final argumentation is that if literature is aimed to be employed for teaching a foreign language, it should not be monocultural literature, but it should be in the form of multicultural and multinational literature, otherwise, becoming too preoccupied with monocultural literature, in this sense, will culminate into more linguistic imperialism, self-marginalization, self-alienation, cultural colonialization and hegemony.
The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom
The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom For many university teachers of English as a foreign language (EFL), the study of literature is indispensable because it exposes students to meaningful contexts that are replete with descriptive language and interesting characters. Structuring lessons around the reading of literature introduces a profound range of vocabulary, dialogues, and prose. In addition to developing students’ English language skills, teaching literature also appeals to their imagination, develops cultural awareness, and encourages critical thinking about plots, themes, and characters. Most importantly, the activities that one can apply with literature lessons easily conform to the student-centered and interactive tenets of Communicative Language Teaching (CLT). Unfortunately, many postgraduate EFL teacher-training courses focus mainly on language teaching methodology and offer little guidance on the analytical methods that are essential to interpreting literature and designing effective classroom activities. This means that both the students and teachers lose out. Fortunately, there are a variety of resources for instructors to use to improve their classes with the study of literature. This article presents a basic review of six approaches to teaching literature and includes a discussion based on my own experience as well as feedback from colleagues who are familiar with the different approaches. Although this discussion pertains to the university-level EFL context in Vietnam, it can be generalized to the wider global audience of instructors of English for Speakers of Other Languages (ESOL).
Language in Literature
An activity-based introduction to stylistics, this textbook explains some of the topics in literary linguistics and helps students in analysing written texts. How can you tell good writing the excellent, the brilliant and the ingenious from bad writing the weak, the banal and the confusing? By looking at the technique and the craft of writing, Language in Literature examines the ways in which language is organised to create particular meanings or effects. Covering a range of topics naming patterns, modality and evaluation, the structure of simple narratives, the recording of character speech and thought, the dynamics of dialogue, presuppositions and textual revision the book presents the structuring principles within the English language. Activities and end-of-chapter commentaries encourage a 'learning by doing' approach and equips the reader with the main linguistic terms necessary for the analysis of literary and nonliterary texts.