[

]By: Julio S. Solís Arce

2011 TESINA

TEACHERS TRAINING COLEGIO PENINSULAR ROGERS HALL

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INDEX

Introduction...............................................................................................................3

Criticism to current curriculum..................................................................................6

Advantages of literature...........................................................................................9

The New syllabus...................................................................................................16

Literature classes...................................................................................................23

Conclusion..............................................................................................................28

Bibliography……………………………………………………………………...……….30

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INTRODUCTION

The use of literature to teach second/foreign languages can be traced back to over

one century ago. In the nineteenth century, second/foreign languages were taught

with the help of the Grammar Translation Method. Students would translate literary

texts from the second/foreign language to their native language. When this method

was replaced by methods that emphasized structures and vocabulary, literature

was no longer used. Thus, neither the Direct Method nor the Audio-lingual Method

utilized literature to teach second/foreign languages. In the seventies, methods

such as the Community Language Learning, the Silent Way, Total Physical

Response, and the Natural Approach did not utilize literature to teach

second/foreign languages (Rocha Erkaya, 2002)

However for the past two decades or so, literature has found its way back into the

teaching of EFL. Instructors have realized that literature can be used to reinforce

the skills and complement language teaching. Scher (1976) affirms that with

students at the beginning and intermediate levels, instructors can use literary texts

for “language practice, reading comprehension, and possible aesthetic

appreciation” Muyskens (1983) says that, with advanced students, literary texts

may be utilized for the “development of knowledge of world literature, practice in

reading and discussing creative work, and the introduction of literary concepts,

genres, and terminologies”. Moreover, students can gain insight into literature by

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gaining entrance to a world familiar or unfamiliar to them due to the cultural

aspects of stories, and taking a voyage from the literary text to their own minds to

find meanings for ideas, leading to critical thinking.

Literature is authentic material; it exposes students to unmodified language and

shows the skills they already learned in class as how it is used in real life, it

encourages interaction; as it has various layers of meaning. It is useful to push

discussions, debates, opinions or just a feeling of shared ambience.

Literature expands language; it presents new vocabulary, real samples of a wide

range of styles, text types and registers and sophisticated examples of language

forms. It educates the whole person, teaches values, develops critical thinking and

problem solving skills, it gives us an insight to different cultures, times and places

of the world and it motivates the student as course books readings cannot do.

With all these advantages taken into account, why won’t we use literature in our

high school classes?

In a first approach to answer this question in the first part of this paper we make a

little analysis of the current curriculum for advanced students in order to

understand it’s obsolete and to start thinking about how can we radically change

students learning and transform English classes towards an innovative approach

for ESL teaching.

Then we begin to analyze the advantages of a literature based curriculum one by

one stating how we can develop them in class with specific activities, by this we

should understand that a literature based curriculum does not develops just

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reading skills but a different range of activities that covers almost all parts of

language learning,

The last part of this paper is the proposal of the new curriculum for the advanced

class, with every aspect of it explained in order to be taken into account by future

generations of English teachers at our school English department.

The nature of the paper is that one: to bring our English classes into a different way

of teaching ESL, to make a radical change of the current curriculum and to develop

in the student an unique enriching experience of learning the language.

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CRITICISM OF CURRENT CURRICULUM

To understand why we are proposing a new syllabus for first and second years of

high school (tenth and eleventh form) we have to explain the current situation of

our English course.

As we know students in sixth grade are streamed into two classes one

denominated beginners and the other one named advanced. As for this paper we

should concentrate in the second type of class, the advanced students, but we

must mention that beginners system should also be analyzed and corrected in a

near future.

During the three years of secondary school students are introduced to a wide

range of grammar forms that are, unquestionably, a main part in the learning of

English language. We will like to state that the three years system based on-

grammar at this level is quite appropriate as we consider this a great stage for the

student to be taught all the grammar of the language.

Once the student has learned the rules, patterns and forms and he is able to

identify and use them correctly it should be time for the student to take this into

practice in a challenging way. However when the student gets into high school he

will find himself next to the same old class method.

Even though grammar learning has been done during three years of secondary

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school first and second years of high school take on the same topics and revise

once again as we can see in the following chart.

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TOPIC 7th form 8th form 9th form 10th form 11th form

Simple present

Present progressive

Present perfect

Present perfect progressiveSimple Past

Past progressive

Past perfect

Future simple

Future continuous

Future perfect

First conditional

Second conditional

Third conditional

Modal verbs

Reported speech

*Check means the topic is taught in class

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It is inconceivable as to why should we revised previously learned information for

two continuous years. It is not understandable why there are some topics that are

studied in class for five years. The system at secondary school should be made so

that grammar is presented, studied and learned properly and students are not to be

stuck in grammar lessons for another two years.

We have to recognize that a correct revision of grammar forms should be done at

some point in high school but we also state our disagreement on revising the same

topics in continuous semesters as we are not doing anything more than looking

over things already learned.

Grammar should be briefly revised at the last year of high school just as a reminder

to students of some forms they may have had forgotten but will be necessary in

future assessments and of course at the Cambridge ESOL exams that are held in

our school at the last semester of high school and its offered to every student of

the advanced year.

The revision of grammar forms learned in previous years added to the skills

students will get in the literature based syllabus proposed below will most certainly

raise the students level and endow them of a whole lot of abilities that otherwise

they would not be able to develop.

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ADVANTAGES OF LITERATURE

Literature has several advantages when used appropriately in the ESL classroom

the ones listed here are what we consider to be the basis of why a literature-based

curriculum would be successful if applied in our school. The advantages of using

literature are as follow:

1. To learn vocabulary

Vocabulary may be defined as the knowledge of words and words meanings.

Studies seem to point that vocabulary knowledge is highly linked with reading

comprehension; the reason for this is that students in order to grasp the meaning

of any text need to know already a wide range of words. They also need to develop

techniques to understand the meaning of words by their context, and later adding

them in to their vocabulary.

If we are to set reading tasks of any kind to our students we should be careful

about which text we give them. The problem is that if we start off by giving students

a too complex reading, one that includes vocabulary which is off their actual level,

because we may rise and aversion to reading, related to the frustration of not

understanding a text. This feeling is usually called negative expectations.

This effect works also the other way around, if we set a text that includes the

vocabulary they should know with a considerable amount of new words (I+1)

students may become motivated by understanding the whole reading and acquiring

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new words. The adjustment of the difficulty level in class is referred as appropriate

challenge.

To support our premise we should quote two experiments done in this matter. Adult

native speakers of English were told to read Anthony Burgess’s A Clockwork

Orange a novel which includes several slang words of Russian origin called

nadsat. They weren’t told about being assessed on this new vocabulary presented

and were given a test covering the meaning of ninety of this words after the

finished the book. The results showed that the lowest score had 50% of the

answers correct and the average was about 76% correct. (Saragi, Nation and

Meister, 1978)

Another experiment was done with university level students of English as a second

language. Students read another classic Animal Farm by George Orwell and were

given two tests, one before and another one after reading the novel, on vocabulary

that students at their level typically does not know. The results showed that

students retained the read vocabulary and had considerably better marks than

before reading the novel. (Ferris, 1988)

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2. To develop writing skills

Good writing skills are the materialization of all the grammar and vocabulary

concepts previously learned into a piece of text. Writing conveys a meaningful

message and uses the language correctly. We should encourage students to

develop outstanding writing skills because as we know writing is one of the most

important parts of English exams.

Linking reading with a writing experience is very simple. First of all teacher could

start off with Pre-reading tasks such as asking the students to summarize a small

piece of writing about what the title of the text might imply about the story, about

what they think the cover may mean, etc.

Then when reading is being done either inside or outside the classroom teacher

should leave homework regarding the development of the story. Homework such

as writing a composition of what they think is going to happen next, to write in

certain character point of view (emphatic questions), etc.

However we strongly suggest the use of Essay writing, as task inside the

classroom, as homework and as a mean of assessment. Literature essay writing

may be one of the most complete approaches when evaluating both writing and

reading comprehension.

When the student is writing an essay about a piece of literature, it is necessary that

he understands all the text; otherwise he would find himself unable of completing

the task. Students may follow certain method of essay writing as it could be the

one we call tripartite.

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The tripartite essay is, as the name implies, is divided in three. The first part works

as the introduction where the student starts to explain what he just read by

choosing a theme to relate to the text.

The second part is where the analysis takes place. Students can relate poetic

figures to what they read, analyze characters feelings and actions in the story or to

infer about the authors purpose. One very important issue of this second part is the

use of quotations to support the premises we do.

The third and last part works both as a conclusion and a personal response to the

text. Students are to conclude their essay by stating feelings the story made them

feel or just their personal opinion of the text.

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3. To gain fluency

Fluency is the ability to speak, read and write smoothly and easily. We as teachers

must recognize that incentivizing English fluency in our students is one of our

principal aims as we know students seek to be fluent in this second language they

are learning. In this part of the paper we are to focus ourselves in speaking fluency

Even if we are basing our classes in reading material it is not acceptable to

relegate or forget about speaking and communicative skills in class.

First of all students should be encouraged to do some oral, by doing this students

are not only lead to read texts with ease but also to develop a correct pronunciation

of words.

There are also a number of oral activities that could be done about the text been

read. For example alumni could do role playing of characters to discuss certain

theme of the story. In this way if the work read is a play the class could arrange

itself to function as a little theater and represent a scene of the play or maybe just a

simple dialogue.

The teacher should also make the students read their essays and everything they

write, so as to other students could listen the work of one another and make

comments of it. It is the responsibility of the teacher to push the students to

constantly comment and share their feeling openly in class. The teacher must do

this by creating and ambience of respect and friendship between its student body.

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4. To develop critical thinking, multicultural awareness

and promote an aesthetic experience

It would be silly to think literature as a great alternative just because the didactical

skills we can take advantage of as teachers and ignoring the whole enriching

experience that the student will have when reading, experience that will fulfill

certain spiritual and intellectual needs that will be useful and enjoyable for them.

First of based on the notion that literature is the expression of socio-cultural

attitudes, an expression of aspirations of different societies and shows mythic and

universal values; student will develop a broader knowledge of other cultures, after

all, literature works as a written expression of culture.

Secondly literature brings progress as individuals through reading, it promotes

individual evaluation and judgment and by understanding the text comes along a

message which the student will carry for the rest of his life. This is the final purpose

of most authors, to leave a meaningful message through a beautiful reading.

Critical response is related to the personal response of the reader that will be

encouraged in the new curriculum presented below. When asked the student to

express his feelings, knowledge and believes regarding the reading student will

gain a powerful insight that otherwise he would hardly develop.

Activities that take into practice the benefits mentioned above could involve, for

example: After reading a literary text the students might be asked if anything

similar has ever happened to them or to comment on the characters and what they

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did in the story and what would they do if they were in a similar situation. Another

activity that teacher could use regarding this aspect of literature could be to make

the students compare and contrast the cultural issues between their own culture

and that of the text characters or situations.

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THE NEW SYLLABUS

PRESENTATION:

The new curriculum hereby presented is a four semester program made for alumni

in first and second years of high school at Rogers Hall. The content of this program

is mainly based in the English Literature taught in the International General

Certificate of Secondary Education (IGCSE) curriculum. We shall make clear that

IGSCE curriculum are not designed thinking in the necessities of ESL students,

they are actually made for any English speaker outside of England.

This syllabus is used in Commonwealth countries such as Canada, Australia and

New Zealand. However there are schools in Mexico and other Spanish speaking

countries where this course is given.

AIMS:

Our new English program based in Literature sets its aim in developing the

following abilities in the student. These are not listed in order:

• enjoy the experience of reading literature

• to expand vocabulary through reading

• understand and respond to literary texts in different forms and from different

periods and cultures

• communicate an informed personal response appropriately and effectively

• appreciate different ways in which writers achieve their effects

• increase oral abilities through parallel activities within the lecture

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• experience literature’s contribution to aesthetic, imaginative and intellectual

growth

• explore the contribution of literature to an understanding of areas of human

concern

READINGS

Teacher is to cover in his class six texts from three different genres during the four

semesters of the course. Students must read:

DRAMA: Two plays

PROSE: Two novels

POETRY: Two poem anthologies

We strongly suggest that just one long length text (one play or novel) is read by

semester, while the poems in the anthologies are read in between.

CLASS

English classes are to be radically reformed in order to accomplish the aims set

before in this paper. Silence in the classroom must prevail. The teacher is to

promote a feeling of respect and friendship in the classroom. A lot of silent reading

and writing will be done inside the classroom. The teacher is free to design his plan

as he desires, however we strongly recommend that it should follow this

alignments.

1. Introduction and lead in:

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Teacher should make a lead-in activity for the students. This should conduct

them to awake their schema of the topic is going to be covered in the class.

It is suggested that this activity should be written.

2. Reading:

When reading poetry, poems should be read aloud a few times and then

commented in class. When reading a play or a novel silent reading should

be done all the time.

3. Writing:

Students should be encouraged to do some writing in class. Essays about

what they have read so far in a novel or a complete analysis of the poem

just read should be done in class. The questions answered in the essays

should be similar as the ones that are going to be asked in the assessment.

4. Discussion and comments:

Teacher must provoke discussion in the classroom about the texts given.

Even if it is just to point out certain poetic techniques or to talk about the

feelings the reading evokes it is very important that students talk.

It is important that along with the work on literature goes a full and proper

explanation of all the literature concepts in class, as most of them might be new to

students.

Below we should attach a two examples of classes given in order to understand

how the class would work.

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ASSESMENT:

1. Monthly exams:

Students must answer one question on one set text. On each set text there will be

a choice of three questions. The duration of this exam will be of one hour.

Poetry: One passage-based question and two essay questions.  

Drama /prose text: One passage-based question, one essay question, and one

‘empathic’ question.

2. Semestral exams:

Students must answer two questions on one of each set text (one for poetry

and one for drama/prose. On each set text there will be a choice of three

questions. The duration of this exam will be one hour and forty five minutes.

Poetry: One passage-based question and two essay questions.  

Drama /prose text: One passage-based question, one essay question, and one

‘empathic’ question.

General information of the assessment:

a) Personal response asked in the essay and passage based questions could come in to

different ways. The first one is the direct form for example, ‘What do you think?’, ‘What are

your feelings about…?’ The second one is the indirect one or of implication, for example:

‘Explore the ways in which...”

b) Student is expected to show a complete knowledge and understanding of the text by

using close reference details and quotations, by clearly expressing familiarity with the

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characters, their relationships, situations and themes and identifying the writer’s intentions

and methods, and response to the writer’s techniques and uses of languages.

c) Empathic tasks: (sometimes known as ‘empathetic’ or ‘creative response’

tasks) are intended to test knowledge, understanding and response; but they give the

candidate the opportunity to engage more imaginatively with the text, by the

assumption of a suitable ‘voice’, i.e. manner of speaking, for the character

concerned. 

d) Passage-based questions students will be asked to read again a passage/poem from

the set text, which is printed on the question paper. 

e) Students are not allowed to bring their books into the exams.

GRADES

Grade descriptions are provided to give a general indication of the achievement

likely to have been shown by candidates awarded particular grades. The grade

awarded will depend in practice to the extent to which the candidate has met the

assessment objectives overall, and may conceal weakness in one aspect of the

examination that is balanced by above-average performance on some other.

Grade A

A Grade A candidate will have demonstrated the ability to:

• sustain a perceptive and convincing response with well-chosen detail of narrative

and situation;

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• demonstrate clear critical/analytical understanding of the author’s intentions and

the text’s

deeper implications and the attitudes it displays;

• make much well-selected reference to the text;

• respond sensitively and in detail to the way language works in the text;

• communicate a considered and reflective personal response to the text.

Grade C

A Grade C candidate will have demonstrated the ability to:

• make a reasonably sustained/extended response with detail of narrative and

situation;

• show understanding of the author’s intentions and some of the text’s deeper

implications and the attitudes it displays;

• show some thoroughness in use of the text for support;

• make some response to the way language works in the text;

• communicate an informed personal response to the text.

Grade E

A Grade E candidate will have demonstrated the ability to:

• make some relevant comments in terms of narrative and situation;

• show some understanding of the author’s intentions and the surface meaning of

the text;

• make a little reference to the text for support;

• make a little reference to the language of the text;

• communicate a basic personal response to the text.

Grade F

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A Grade F candidate will have demonstrated the ability to:

• make a few straightforward points in terms of narrative and situation;

• show a few signs of understanding of the author’s intentions and the surface

meanings of the text;

• make a little reference to the text;

• show evidence of a simple personal response to the text.

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LITERATURE CLASSES

During the elaboration of this paper I gave two classes using two different poems

following the alignments mentioned in the past section. Here I present it for future

references:

Class A

Sonnet 130 by William Shakespeare Lesson Plan:

1. Pre activity: What is beauty? One paragraph written and then read to the class. Share opinions

2. Hand out Sonnet 130:

My mistress' eyes are nothing like the sun;Coral is far more red than her lips' red;If snow be white, why then her breasts are dun;If hairs be wires, black wires grow on her head.I have seen roses damask'd, red and white,But no such roses see I in her cheeks; And in some perfumes is there more delightThan in the breath that from my mistress reeks.I love to hear her speak, yet well I knowThat music hath a far more pleasing sound;I grant I never saw a goddess go;My mistress, when she walks, treads on the ground:   And yet, by heaven, I think my love as rare   As any she belied with false compare.

3. Read the sonnet twice to the class

4. Analyze verse by verse to check total comprehension

5. Hand out the following questionnaire of poetic devices, divide in pairs to answer:

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Analyzing Sonnet 130

(Shakespeare)

1. Mark the rhyme scheme of the sonnet. This is dictated by the last word of each line. The first word is marked with an A. If the last word of the second line rhymes with the last word of the first line, it too is marked with an A. If it does not rhyme, however, it is marked with a B.

2. Find one metaphor in the sonnet. Place a box around the metaphor.

3. Find one simile. Place a circle around the simile.

4. Sonnets have something called a turn. It’s where the author’s tone or meaning or topic seems to change a little. Where do you think the turn begins? Where in this sonnet does Shakespeare seem to change gears? (Hint: the turn usually begins the summation or overall meaning/point of the sonnet.

5. Assonance is the repetition of a vowel sound within a line or two lines of poetry.

Example: The cat sat sadly on the mat because he was mad.

Find one example of assonance in the sonnet. On the line provided, write the line containing assonance. _________________________ ____________________________________________________________________________________________________________________________________

6. Alliteration is the repetition of a consonant sound within a line or two lines of poetry. Example: The bad boy brought bugs and put them in the bed. (Note: the letter does not have to be at the beginning of the word.)

Find one example of alliteration in the sonnet. On the line provided, write the line containing alliteration. _________________________

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____________________________________________________________________________________________________________________________________

6. Check answers of questionnaire

7. Return to individual work in order to a three part essay:

a) Introduction: theme

b) Analysis: Poetic techniques

c) Conclusion: Personal Response

The class:

The lesson was given the fifth of May of 2011 to students of second year of high

school of the group A, that was about twelve students. The lesson went smoothly

with a lot of participation from everyone and an amazing understanding of a poem

of this complexity, the questionnaire was done in pairs and the three part essay

had to be changed for time reasons, instead students did an empathic question,

answering Shakespeare as if they were the recipient of the poem; some really nice

writing skills were shown.

Comments of the observer:

Two main questions: how can you get students talking more? How can you

prepare them to respond to this poem? Your lesson was well executed. If you use

more initial pair work students will feel more comfortable responding. In terms of

literary techniques, you should give examples before you ask for them: The most

productive part of the lesson was the response because you could see students

were finally getting the poets message whereas they didn’t clearly get it from the

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first two or three readings. If you had started with How might the lady reader feel?

You might have reached a keener understanding with them. Pair work! 9/10

Class B

England in 1819 by Percy Bysshe Shelley Lesson Plan:

1. Pre activity: Have you ever felt repressed? One paragraph written and then read to the class. Share opinions

2. Hand out England in 1819:

ENGLAND IN 1819

An old, mad, blind, despised, and dying king,--Princes, the dregs of their dull race, who flowThrough public scorn, mud from a muddy spring,--Rulers who neither see, nor feel, nor know,But leech-like to their fainting country cling,Till they drop, blind in blood, without a blow,--A people starved and stabbed in the untilled field,--An army which liberticide and preyMakes as a two-edged sword to all who wield,--Golden and sanguine laws which tempt and slay;Religion Christless, Godless, a book sealed,--A Senate--Time's worst statute unrepealed,--Are graves from which a glorious Phantom mayBurst to illumine our tempestuous day.

-Percy Bysshe Shelley

3. Read the sonnet twice to the class.

4. Analyze verse by verse to check total comprehension, explain to them the context and what Shelley was referring to.

5. Individual work: write an essay comparing England in 1819 to Mexico in 2011, use quotations from the text and a personal response.

6. Read the essay to the class.

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The class:

The lesson was given the twenty forth of March of 2011 to students of third year of

high school of the group B, that was about fifteen students. The lesson was great

as the older students showed all the knowledge of grammar forms and vocabulary

to make a good essay. However most of them had not done an analytic essay

before so they struggle in having their ideas together and present them in a logical

order. Participation was great and final work was of important quality.

Comments of the observer:

This was an interesting lesson and something quite out of the ordinary for students.

A couple of recommendations are that you tell students what an essay

(purpose/audience) is or elicit an answer because some students still don’t know

the purpose of such writing and also that you give more detail about its

construction (however time was a factor): Students could have discussed the

meaning of various lines in pairs and then shared with a group to get more

confidence. You have the linguistic knowledge to serve as a vocabulary reference.

You were able to give clear instructions. Finally do collect the work so that they do

not feel as if they’ve struggled in vain. 9/10

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CONCLUSION

English teaching at high school has been done with great results for the past years.

However reconsidering the curriculum and the syllabus for the high school students

is something the English department should start doing now. The risk we are taking

is to fall behind in what English teaching practices and methodologies are and to

fall into obsolesce that could be a result of not revising fossil curriculums for a long

period of time.

Repeating topics, a grammar centered class and the constant work on the books

has proved to be efficient in passing students through grade but does not allow

students to develop new skills and finally it causes them to grow bored of the

English language.

On the other hand we have the alternative of radically changing how English has

been taught for a long time. We have the unique opportunity to adopt a first world

model which will keep us up to date to the contemporary tendencies of involving

authentic material (in specific literature) into the ESL classroom.

The results that we can get are invaluable, we can bring students along to a new

class when they really enjoys learning English, they can grab a whole lot of new

skills and finally and more important getting them into reading and enjoying doing

it.

The limits are so far as teachers might not be opened to learn new teaching skills

and concepts that allow them to adopt the new system but as far as we see a new

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generation of teachers is coming into the classroom willing to use new techniques

and material to take their class to the top level.

Students, as I personally saw during the literature classes given, are interested in

being challenged and learning new skills in response to the retention of the

learning that the system provoke. Brilliant students and readers are being spoiled

in grammar structure practices instead of being taught how to write an analytic

essay which finally will bring along a whole lot of advantages for daily life.

In our country the numbers are frightening and will not lie, according to UNESCO

and OECD researches, Mexico occupies position 107 (out of 108) of average book

reading, which rates in about 2.8 per year.

Could we in our English class contribute to make a social change through our

students? I do believe it, but so far as we start to expose them to literature that

provoke in them new ways of thinking, critical, analytical and aesthetic, and we

conduct them through a proper way to put their ideas together, both in discussion

and in writing.

The challenge has been put in front of us and we cannot run away from it.

Hopefully, this paper will function in sparking a debate of new content in our

curriculum, one which focuses more on the student and his development as a

whole.

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http://eprints.utm.my/11115/1/An_Investigation_On_Approaches_Used_To_Teac

h_Literature_In_The_ESL_Classroom.pdf

IGCSE : English - Literature (0486): 2009, 2010, 2011, 2012, 2013 Syllabus

http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?

assdef_id=853

http://www.isbearn.com/pdf2/Engl%20Lit.pdf