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 use of poetry in TEFL: Literature in the new Lebanese curriculum
In this paper, I demonstrate how the analysis of the language of poetic selections could be the basis for TEFL lessons. To illustrate, I use sample selections from the poetry of two Lebanese-American poets namely Ameen Rihani’s The Chant of Mystics and Gibran Kahlil Gibran’s The Prophet. Nowadays, more arguments support the relevance of using literature to the teaching of a foreign language, and discuss the usefulness of the linguistic analysis of literature for pedagogical purposes. The New National Curriculum of Education put into effect in Lebanon beginning academic year 1998-1999 differs radically from the old one in methodology, approach, and distribution of cycles. The new curriculum adopts the content-based approach, which allows for the possibility of using literary texts as one source of content. My major focus in this paper is on the use of poetry in the secondary cycle of the Lebanese English curriculum. The poetic selections handled are rich in their vocabulary and structures, which allows for a variety of activities. Whether we are teaching a foreign language or even a native one, literature is a highly recommended vehicle for a number of reasons. In such cases, focus on the language paves the way for a meaningful and rewarding literary appreciation.
Teaching Culture in the Foreign Language Classroom.
ABSTRACT: There is general agreement that culture should be taught in a language course, but just what this means is unclear. The scientists propose a concept of totality quite unlike the idea of perfection entertained by humanistic scholars. Attempts to accommodate the two points of view have so far met with limited success. To rough out a definition of culture that will be immediately useful to language teachers, statements are made as to what culture is not, viz.: geography, history, folklore, sociology, literature, civilization. Five meanings of culture are identified: growth, refinement, fine arts, patterns of living, and a total way of life. The fourth meaning refers to the role of the individual in life situations of every kind and his conformity to the rules and models for attitude and conduct in them. This meaning is seen as the most immediately useful in instruction. The third and fifth meanings gain in importance as language competence develops. A dual interpretation of culture is recommended, both scientific and humanistic, and an outline for each is suggested. A number of ways of applying these recommendations in classroom procedure are set forth. A list of proposals invites discussion and development of these ideas leading to wide professional acceptance.