Teaching Literature in Secondary School Requires Careful Planning and Organization

The teaching of foreign-language literature

With regard to literary reading in the foreign language classroom, basically the same questions have to be raised as with the teaching of literature in the mother tongue. The purposes of literary education are similar, although a certain stress on language learning is to be expected.

Literature is considered as an authentic medium for introducing students to the specific language and culture. The potential of literary reading across the languages to compare traditions and gain insights into various cultural forms and developments should be stressed.

Reasons and models of teaching of literature

1. literature contributes to the holistic development of an individual 2. literature is a resource for language learning 3. literature manifests valuable language experience 4. literature gives us cultural background and emotional content 5. literature speaks to the heart and personal experience of the learner encourages imagination, creativity, personal discovery 6. literature can give us a welcome escape from the classroom situation; it can amuse us, provoke us, and be musically pleasing

The models of teaching literature exhibit the theory as to how the teaching of literature is being viewed.

1. The Cultural Model views literature as a source of facts or information and therefore, reading tends to be based on obtaining information. In this model, the teacher transmits knowledge and information to the students.

2. The Language Model seeks a closer integration between language and literature. Students can improve their language proficiency by using literature as a resource in language learning.

3. The Personal Growth Model seeks the opportunity for students to relate and respond to the themes and issues by making a connection to their personal lives. Consequently, students' growth in terms of language, emotions and character development are stimulated.

Whitehead (1968) mentions that one factor that goes a long way in determining students' lifelong learning towards reading is how the teacher approaches the teaching of literature. There are various approaches that can be employed in the teaching of literature, namely the -information-based approach, -language-based approach, -personal response approach, -paraphrastic approach, -moral-philosophical approach, -stylistics approach.

Whitehead (1968) says that one of the principles of a successful literature programme is that the teacher must be acquainted with a variety of techniques and activities so as to stimulate and develop students' interest and knowledge of literature.

The most traditional way of treating literature in the classroom goes through some of the stages:

- The teacher gives background information on the work or the author - There is a reading at home or a reading in class - Difficult words are explained either orally or by reference to glossaries, dictionaries, pictures, sounds or mime - There is detailed comprehension work and perhaps some translation and memorisation of key passages - There is some literary criticism or discussion of received opinions on the work. This usually involves discussion and writing. In this approach the literary work is central and the author’s intention is seen as being very important.

Practical principles for teaching literature: - Don’t worry that you are not a literature teacher, enjoy the literature at any level - Start helping ss to enjoy the musical and expressive nature of language - Choose pieces to work on because they are short or funny or ss interest - Use anything you need to for enjoyment and understanding, including pictures, mime, role play, video clips - Make the piece come alive by helping learners to forge connections between themselves and the piece of literature - Allow time for criticism, praise, distate - Allow time for ss to create work of their own

Primary and secondary education: From learning with literature to learning about literature

The role of literature within language education changes considerably from primary to secondary and especially to upper secondary education.

Whereas in primary and early secondary education reading literature is often integrated into other fields of language learning and education – learning to read –, later on, in secondary school, literature may even develop the status of a discipline.

In primary education typical genres are: folk literature, children’s poems and children’s literature in general.

Three central purposes of reading literature for the young can be distinguished: - an opportunity to tackle a specific theme (friendship, family, adventure…); - an introduction to the specifics of literature and literary reading; - enhancing the motivation to read.

For secondary education the genres become more elaborate (novel; tragedy; lyrical genres) and knowledge about literature, literary history, economic, philosophical and social contexts is often drawn in.

Orientation towards the learner is stressed, text selection will be more influenced by considerations of students’ development and interests. Thus, thematic approaches might serve as organisational principles (e.g.: conceptions of love through literary history) and literature for adolescents might be read. Also, the students might take part in the choice of books.

Teaching literature in secondary school requires careful planning and organization. Some useful ideas: Give your students options. You can give your students input on some works and allow your class to select one that will be read by the whole group. Reluctant readers may respond more positively to reading a book that they choose.

Use literature to improve writing. Writing has to be a fundamental component of literature instruction. You can teach the writing process for paragraphs, essays and research papers.

Ask your students to summarize the story and explain to them that what happens in the story makes up the plot. Tell your students to describe the characters in the story. Ask them how the characters may have changed from the beginning to the end of the story.

Ask the students to discuss what they think the book is "about."

Ask the students how the story may relate to the present day. Most literature applies to any generation. Have the students discuss how this is possible. Tell the students to list some of the most used adjectives and describe how these descriptive words may affect the "tone," or mood of the story. Have the class discuss the use of language. For example, was it hard or easy to understand. Was the dialogue believable and exciting? Were any of the passages beautiful or moving and why. Choose the type of literature you wish to teach. In many cases, this should be literature appropriate to the children's age level, but you can find clever ways to include more sophisticated works if you wish. Children's editions of Shakespeare plays (the "Shakespeare Can Be Fun Series," in particular) or stories of Greek myths aimed at younger audiences are a good place to start. Try to look for stories that contain strong hooks for kids: a good adventure, for instance, or fairy tales written for their age group. Connect the literature to the children's own lives. One of the biggest difficulties in teaching English literature to kids is showing them how the stories are pertinent to their world. Ask them if they see any traits in the heroes that they themselves share, or have them compare some part of the story to things they may have seen or done in their own lives. Consider putting on a play based on the literature you are reading. It can be as simple or as elaborate as you like and your resources allow. By role-playing the characters in the story, your students can develop a greater affinity for them and further understand how the literature connects to their own lives.

Our main goal should always be to gain, through our contact with beautiful texts, an understanding of human nature.