Models of Teaching

Literature
 Objectives

Identify reasons for teaching literature

Explain the nature of some common models for
teaching literature
Discuss the issues and teaching implications of
the models
 Since you ask
Carol Wilding

Big disappointments? No.

Ive had none of those.
Middle-sized ones? Some,
sown for the most part by others
but watered and tended, all of them,
by me.
Small disappointments? Oh, yes,
yes, more than I can count, and
more than I could live with.
So because I could not sustain them
they starved died out,
and I died back
away from where they were,
leaving that finger-breadth of earth open for
new seeds.
(New weeds?)
Carol Wilding

Background
Carol Wilding serves as President and Chief Executive Officer of Toronto Board
of Trade, Canadas largest local chamber of commerce, representing nearly 10,000 c
orporate and individual members who reflect a broad spectrum of sectors and busines
ses throughout the Toronto region. Since Ms. Wilding was appointed in 2007, the Toro
nto Board of Trade has intensified its city-building efforts: promoting economic a
nd community prosperity, advocating for sustainable infrastructure to maintain Toronto
s thriving business community, and strengthening local and regional governance to e
nhance Torontos economic competitiveness. Ms. Wilding previously served as Presid
ent of Mount Sinai Hospital Foundation and President & Chief Executive Officer
of Foster Parents Plan Canada, and in accountancy roles at PricewaterhouseCoope
rs. Ms. Wilding is a director on the boards of the Royal Ontario Museum, the Toronto
City Summit Alliance, and Pickering College. Ms. Wilding served as an Ex-Officio Boar
d Member of Mount Sinai Hospital. She was a member of the Mayors Economic Com
petiveness Advisory Committee. She is an active member of the Young Presidents Or
ganization and the Institute of Chartered Accountants of Ontario. Ms. Wilding has ear
ned several prestigious awards including the Outstanding Public Contribution Alu
mni Award from the Schulich Business School, the Queens Golden Jubilee Me
dal and the Public Sector Excellence Award for Technology. Ms. Wilding is a Cha
rtered Accountant and holds an Honours degree in Business Administration from York
University.
 Why teach literature?
o contributes to the holistic development of an
individual
o resource for language learning
o manifests valuable language experience
o gives us cultural background
o speaks to the heart and personal experiences of
the learner
o encourages imagination, creativity, personal
discovery
Which purpose do you adhere to?

1. the study of literature

2.the use of literature as a resource
 Our noble role

One factor that goes a long way in determining

students lifelong learning towards reading is
how the teacher approaches
the teaching of literature.
Whitehead, 1968
 Models of Teaching Literature

Cultural model
Language model
Personal growth model
Integrated model
 Cultural Model
(information-based approach - Carter, 1998)

o most traditional approach

o views literary text as a product /
source of facts about target culture
o (quite) teacher-centered
o reading as obtaining information
o examines the social, political,
historical background to a text
o little opportunity for language work
Why teach literature?
To study literature

literary critical approach literariness

of the text
stylistic approach literature as text
 Language Model
(Carter and Long, 1991)

o most common approach in the EFL

classroom
o closer integration between language
and literature
o improvement of language proficiency
o using literature as a resource in
language learning
o helps students focus on the way the
language is used (Carter, 1998)
unification between language and literature
 Language Model

o enables learners to access a text in a

systemic and methodical way to
exemplify specific linguistic features

e.g. literal & figurative language

direct & indirect speech
Why teach literature?
To use it as a resource for language learning

literature as one source for promoting

language learning
students interact with the text and with each
other
no burden for studying it in exhaustive detail
free to use it in many ways to suit a certain
purpose
 In their experience

Students develop an understanding of how

literature functions as a by-product of their
interactive engagement with the texts.

Alan Maley, 1989

 Language Model

o little engagement of the learner with

the text
o may be used in a mechanistic way
language activities are not the real aim of
literature
 Personal Growth Model
(Carter and Long, 1991)

o focuses on the particular use of

language in a text (placing it in a
specific cultural context)
o engagement with the reading of literary
texts
o genuine liking for literature
o motivate students by selecting themes
related to their personal experiences
- makes literature accessible to learners
- relate and responds to the themes
 Personal Growth Model
(Carter and Long, 1991)

o text itself has no meaning

o to construct meaning from the readers
own experience
o development of language and literary
competence of students
o necessity of developing students critical
awareness of texts
o making a literary text ones own
- pleasure and personal fulfillment out of
the reading of literature
Personal Growth Model
(Carter and Long, 1991)

The process of reading is an

enjoyable, responsive, individual and
collective experience for all..
(Carter and Long, 1991)
 Integrated Model
(Duff and Maley, 1990)

o integration of the linguistic,

methodological and motivational
elements
 Linguistically

by using a wide range of authentic text

learners get introduced to a variety of
types and difficulties of the English
language
 Methodologically

literary discourse sensitizes readers to

the processes of reading

e.g. the use of schema, strategies for

intensive and extensive reading
 Motivationally

literary texts prioritize the enjoyment of

reading
Issues on literature and language teaching
Whats the purpose for teaching literature?
Which design of the literature curriculum is
better?
-wide range of texts studied vs. limited number
but studied more in depth
What level of language competence is necessary
for a text to be read in breadth or depth?
What do we mean by literary competence and
what kind of literary competence are we trying to
develop in our students?
- experiential level (text as stimulus for language
development)
 Teaching Implications

Incorporating literature (student projects and

presentations)
- ample class discussion on how to set about them
- think for themselves and actually read the text in question (personal
response than just producing ready made opinions about the texts)
Giving of options to students
Using literature as a way to improve writing
Choosing the type of literature to teach
Connecting the literature to their own lives
Enjoying the text (use of language, description, discussion)
 References
Carter, R. & Long, M.N. (1991) Teaching Literature. Harlow : Longma
Duff, A. & Maley, A. (1990) Literature. Oxford: OUP
Lazar, G. (1991) Literature and Language Teaching. Cambridge: CUP
Carter, R., Walker, R., Brumfit, C., (1989) Literature and the Learner:
Methodological Approaches. ELT Documents 130. Modern English Public
ations and the British Council: Hongkong
Bottino, O. Literature and Language Teaching. Faculdad de Letras da
Universidade de Lisboa
Ochoa Delarriva, O., & Basabe, E. A. (2015). Reading logs and
literature teaching models in English language teacher education. HOW,
22 (2), 37-53. http://dx.doi.org/10.19183/how.22.2.150.