LITERATURE AND CULTURE IN ENGLISH LEARNING
COMITÉ CIENTÍFICO DE LA EDITORIAL TIRANT HUMANIDADES
Manuel asensi Pérez Catedrático de Teoría de la Literatura y de la Literatura Comparada Universitat de València raMón Cotarelo Catedrático de Ciencia Política y de la Administración de la Facultad de Ciencias Políticas y Sociología de la Universidad Nacional de Educación a Distancia Mª teresa eChenique elizondo Catedrática de Lengua Española Universitat de València
Juan Manuel Fernández soria Catedrático de Teoría e Historia de la Educación Universitat de València Pablo oñate rubalCaba Catedrático de Ciencia Política y de la Administración Universitat de València Joan roMero Catedrático de Geografía Humana Universitat de València Juan José taMayo Director de la Cátedra de Teología y Ciencias de las Religiones Universidad Carlos III de Madrid
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LITERATURE AND CULTURE IN ENGLISH LEARNING
Autora: Silvia Sรกnchez Calderรณn
tirant humanidades Valencia, 2020
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® 2020
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© Sánchez Calderón, Silvia
© TIRANT HUMANIDADES EDITA: TIRANT HUMANIDADES C/ Artes Gráficas, 14 - 46010 - Valencia TELFS.: 96/361 00 48 - 50 FAX: 96/369 41 51 Email:tlb@tirant.com www.tirant.com Librería virtual: www.tirant.es DEPÓSITO LEGAL: V-2086-2020 ISBN: 978-84-18329-68-5 MAQUETA: Ediciones M2050 Si tiene alguna queja o sugerencia, envíenos un mail a: atencioncliente@tirant.com. En caso de no ser atendida su sugerencia, por favor, lea en www.tirant.net/index.php/empresa/ politicas-de-empresa nuestro Procedimiento de quejas. Responsabilidad Social Corporativa: http://www.tirant.net/Docs/RSCTirant.pdf
To my parents, my sister and James
Table of contents
1. Introduction.............................................................................. 11 2. English and literature..........................................................13
2.1 The role of English today...........................................................13 2.2 Why is literature useful?............................................................13 2.3 Literature in L2 teaching..........................................................14 3. Teaching English literature..............................................18
3.1 Literature in primary education.............................................19 3.2 The literacy competence.............................................................19 3.3 The role of literature in the Common European Framework of Reference for Languages (CEFR).............................. 20 3.4 Why shall we use literary texts in L2 English teaching?..........................................................................21 3.5 Methodological approaches to teaching L2 English literature.............................................................................. 22 3.6 Classroom tasks via literary texts........................................... 22 4. Literary genres........................................................................ 27
4.1 Tales...............................................................................................27 4.2 Novels........................................................................................... 29 4.3 Poetry............................................................................................31 4.4 Drama.......................................................................................... 34 5. Selection criteria of texts................................................. 36
5.1 5.2 5.3 5.4
Why is it relevant to select literary texts?.............................. 36 Literary texts selection criteria.................................................37 Original or adapted literary texts for children?................... 38 Questionnaires for text selection............................................. 39
6. Child books catalogue...........................................................41
6.1 Classical tales..............................................................................41 6.2 Traditional (popular) tales...................................................... 44 6.3 Current short tales..................................................................... 44
7. Teaching culture..................................................................... 49
7.1 Culture in a second language: brief history and approaches................................................................ 49 7.2 Intercultural competence........................................................... 51 7.3 What content shall we teach or learn? And how shall we teach it?.................................................................... 52 7.4 Classroom activities based on the L2 culture.........................53 7.5 Topics to be learned.....................................................................54 7.6 Culture and literature................................................................55 8. ICT in teaching and learning literary and socio-cultural aspects................................................ 58
8.1 Where to download children’s online literary books.............58 8.2 Storytelling: Voice Thread and Zimmer Twins..................... 60 8.3 Webquests.................................................................................... 62 8.4 JCLIC........................................................................................... 68 References....................................................................................... 70
1. Introduction The use of literary works as a means of teaching and learning English as a second language (L2, henceforth) aims to foster the development of the four language skills, namely, reading, writing and speaking. In turn, literature helps in the learning of lexicon, grammar and pronunciation of any L2. In the present book, we will focus on the teaching and the learning processes of English as an L2. Furthermore, in the field of translation, L2 teachers encourage students to translate literary works such as poems, drama plays and short stories from their L2 into their first language (L1, henceforth). This means that working with literary works allows L2 English students to practice patterns related to vocabulary, syntax, semantics, along with discourse and pragmatic oriented factors. This book aims to provide L2 English teachers and L2 English students with the necessary tools to use literary texts in the classroom and help them decide what literary texts are suitable in L2 lesson plans so as to encourage learners to be familiar with the ins and outs of the relevance of working with literary and cultural aspects as a tool of learning and teaching English. The book is organized into eight chapters. Chapter 2 discusses the relationship between L2 English learning and literature. More specifically, it reviews the role of English today, the reasons underlying the effectiveness of teaching and learning literature and the role played by literature in L2 English teaching. Chapter 3 presents teaching English literature, in general, and literature in primary education, in particular. It also accounts for the development of the so-called literary competence and the role that literature plays in the Common European Framework of Languages (CEFR, henceforth). In addition, this chapter discusses the underlying criteria of using literary texts in L2 English teaching and the methodological approaches to teaching L2 English literature. Finally, it offers a wide range of classroom tasks via literacy texts. Chapter 4 revolves around literary genres, namely, tales, novels, poetry and drama. Chapter 5 discusses the selection criteria of texts and the reasons that explain why it is relevant to select literary texts. It also discusses
whether literary texts for children should be original or adapted and questionnaires for text selection. Chapter 6 includes a child books catalogue, namely, classical tales, traditional (or popular) tales and current short tales. Chapter 7 presents teaching culture in an L2 from a historical approach. It also discusses the intercultural competence and the cultural content that should be taught or learned and how we shall teach it. Classroom tasks based on the L2 culture are also offered. This chapter further presents a list of the cultural topics that L2 English learners should take into consideration and the relationship between cultural and literary aspects. Chapter 8 offers an overview of the use of Information and Communication Tools (ICT tools, henceforth) in teaching and learning literary and socio-cultural factors. In particular, this chapter reviews online platforms where to download children’s online literary books and presents a wide range of ICT tools that enhance the development of the four language skills in an L2 via literature, namely, Voice Thread and Zimmer Twins oriented to storytelling, Webquests and JClic.
2. English and literature This section discusses the role played by English today (section 1.1), the effectiveness of literature (section 1.2), along with the ins and out of second language teaching through literature (section 1.3).
2.1 The role of English today English has been widely used as a lingua franca worldwide. In the teaching and learning processes of L2 English, this is highly present in bilingual education, as equally reflected in primary and in secondary schools (Amo 2009; Mendoza 2004a, 2004b). In 1966, there was an agreement between the British Council and Spain so as to design English-Spanish bilingual educational approaches in 40 primary education schools in Spain. Eight years later (namely, in 2004), English-Spanish bilingual schools started to increase in the Spanish national territory. This was the time when English teaching resources began to be designed for other subjects different from English as an Instrumental Language, namely, arts, physical education (PE, henceforth) and science. Nevertheless, Jonstone et al. (2010) considered those teaching resources to be reduced in learning content and addressed to English teaching. Learning English as an L2 implies the development of the oral as well as the written comprehension and comprehension. Furthermore, it involves learning the grammar rules, along with being knowledgeable about the social and the cultural context that revolves around L2. Thus, learning language and culture are interrelated (Montoya RamĂrez 2005).
2.2 Why is literature useful? Literary works illustrate settings related to history, society and politics (Klarer 2004). These factors lead to the classification of literary works into the following gender types: (a) literature as a political tool; (b) literature as an emulation to nature; (c) literature as a philosophical reflection; (d) literature as a means of expression and enter-
tainment, that is to say, literature for pleasure and enjoyment; (e) literature as a valuable lexical and grammar resource for L2 teaching.
2.3 Literature in L2 teaching A debate has arisen as to whether literature is an effective tool to learn L2 English. Some authors have shown negative attitudes in this respect (Crookes and Schmidt 1991; Khatib et al. 2011; Langer 1995; Sage 1987; Van 2009). More specifically, they consider that literature is absent from L2 English teaching books and teaching could be discouraged by the difficult and outdated vocabulary that is present in literary works as well as by their own literature teaching experience in their academic settings. In addition, these negative attitudes entail that teachers could feel literary texts are not practical along the L2 English learning process. From the learners’ approach, learners could also develop negative attitudes towards learning an L2 through literature given the lack of confidence in reading comprehension and pace with authentic resources. Therefore, this means that learners cannot put in practice the L2 by means of personal and meaningful literary tasks. It has been argued that literature is not present in L2 teaching in spite of its teaching potential (Albaladejo García 2007; Collie and Slater 2002; Duff and Maley 1999; Helton et al. 1998). In the 1950s, literature was considered as a grammatical model. In particular, it was used as the basis for translation and for learning grammatical rules by heart. Between the 1960s and the beginning of the 1970s, literature revolved around a structural model, which suggest the suppression of literature in L2 teaching. Such a model targeted the analysis of sentence structure and lexicon depending on the learners’ L2 level. This is the case despite the fact that literary works cannot be adapted to each learners’ L2 competence. In 1970s, literature approached a notional-functional focus on the inclusion of factors associated with the language social use. This view structures the teaching contents into notions and there is no room for literature in the L2 teaching practice.
In 1980s, literature adopted a communicative model with a focus on language communication abilities. This entails that L2 learners were aware of their needs, motivation and teachers were involved in the design of teaching and learning resources. Therefore, literature was considered as a written language with a non-communicative purpose. In 1990s, a new view on literature is adopted to L2 teaching since it combines a wide range of methodologies and disciplines such as Linguistics, Philosophy, Psychology and Sociolinguistics, among others. Thus, in this decade, literature has a didactic purpose in L2 teaching. Or, in Duff and Maley’s (1999: 8) terms, ‘this type of texts as an L2 teaching resource and, under no means, as a literary study aim.’ Why should we use literature in L2 teaching? (Albaladejo García 2007). One of the answers includes the discussion of universal topics, namely, death, friendship, love and old age, among others. All these universal topics are familiar to L2 students. Furthermore, literature offers authentic materials, which means that literary works are not elaborated for L2 teaching. This is a drawback for L2 students given the language complexity that underlies the literary works. However, L2 students can learn about the different uses and forms about the L2, the use of the language in a natural context along with writing conventions. Literature is a teaching resource to motivate students in L2 learning and encourage them in developing the reading skills. Moreover, literature provides cultural value since it conveys the social and the behavioral codes of the L2. Indeed, teachers are required to elaborate tasks to facilitate the cultural understanding of the L2. Literature is a resource of linguistic wealth. Thus, the development of L2 skills can be achieved by selecting simple and short texts such as fables, novel excerpts, one-act plays, short poems, short stories and tales, among others. Collie and Slater (2002) argue for a methodological reading proposal in class and out of class. While, in the former, L2 students are advised to work with the most significant parts of the text, in the latter, complementary individual reading takes place. The reader’s commitment with the work is also considered. In particular, literary works will encourage L2 students to understand how characters think, feel and behave. This will imply that the read-
er might or might not feel related to the characters of the story and the plot of the story. In addition, literary works allow L2 learning through classroom tasks, namely, creative writing, debates, improvisation, performance and songs, among others. All the factors discussed earlier suggest that literature is a source to learn English as an L2 and develop cultural awareness. Thus, prior to the implementation of teaching tasks in the classroom, teachers should identify the types of English literary works that are used at school, namely, book extracts, nursery rhymes, original tales, poems and popular tales, among others. Therefore, teachers are advised to consider the type of literary texts used and the teaching methodology followed in the L2 classroom beforehand. Etymologically, the word literature comes from the Latin litteratura, an activity done by a litterator. Indeed, the litterator refers to the schoolteacher that encourages students to develop reading and writing skills as well as linguistic norms (Partridge 1966). Following RAE, literature is a genre of production related to human understanding whose aim is to express what is beautiful through the use of words. This genre includes grammar, rhetoric, poetry, novel, eloquence and history. RAE also considers literature as the combination of literary production in a nation, a period or a genre. Thus, we can talk about Greek literature or sixteenth century literature. Therefore, literature is an art that uses language as a means of expression. The literary language shows differential features in literary texts when compared to other texts. In particular, literary language is characterized by an aesthetic aim, the description of findings that are displayed with a specific style and effect, the use of an elaborated language (elegant syntax, rhyme and metric, among others), as well as the use of literary figures such as alliteration, inferences or metaphors (Lazar 1993). Literature has been proven to be effective for L2 learning, as evidenced by the following factors (Collie and Slater 1987; Taylor 2000): a. Authentic materials as sources of linguistic writing contentions (irony, rhetoric devices or writing style) b. Cultural information such as the values of a nation, along with historical and social factors
c. d. e. f. g.
Creative writing and speaking abilities Readers could relate to characters Reading for enjoyment and pleasure Literature as a source of data analysis Interaction with the text since students can be involved emotionally and creatively in the literary text h. Literature in the L2 classroom prepares and encourages students to read outside the academic setting. This means that literature is a source of language exposure to the L2. Along with the factors discussed earlier, literature allows the development of multiple literacies (Lankshear and Knobel 2010). This implies that it enables working with images, Information and Communication Technology (ICT) tools and literary texts simultaneously. In turn, multiple literacies encourage students to interpret texts critically through the use of images and cultural settings. As illustrated in Figure 1, learning an L2 through literature is approached through texts, readers, contexts and language, as per the Comprehensive Approach to L2 Literature (Bloemert et al. 2017).
Figure 1. Comprehensive approach to L2 literature learning (Bloemert et al. 2017: 372)
Following the text approach, teachers should take into account the specialized terminology, the text genre, the setting in which the text is framed, the story plot and the characters. In the case of the reader approach, teachers should consider the students’ reading experience, their literary tastes and personal development. The context approach involves biographical information, historical, cultural, social settings and literary history. As for the language approach, literary texts will allow students to develop grammar and syntax, vocabulary and idioms, language skills as well as language development and variety. To set an example of a lesson plan in which students can learn English through literary tales is Little Red Riding Hood by Perrault. The teacher and the students can start the lesson plan by taking turns while reading aloud each of the paragraphs of the fairy tale. When students are not familiar with the lexicon of the text, they can identify the unfamiliar vocabulary and write them on different sticky notes on the whiteboard. In case students are familiar with the vocabulary, the teacher will encourage students to explain the words and give a definition related to the way they are used in the text. Then, a vocabulary-oriented debate is organized and/or students are asked to draw their favorite character and discuss some reasons why they chose the character. A final task could involve the rewriting of the introductory paragraph of the fairy tale by changing the verbs from past tense to present tense and check or review the answers with their peers. In order to review the vocabulary learned, students can work in pairs to create as many utterances as they can think of in the least time span and use them in a coherent way. Students can also be asked to write an alternative ending for the fairy tale or writing the fairy tale from a character’s point of view. In pairs, students can share their written pieces of work so as to encourage peer review and collaborative work.
3. Teaching English literature This section discusses the use of literature in primary education levels (section 2.1), the development of the literary competence (section 2.2), the role played by literature in the Common European
Framework of Reference for Languages (CEFR, henceforth, Commission of the European Communities 2001) (section 2.3), the reasons that account for using literary texts in L2 English teaching (section 2.4), the methodological approaches to teaching L2 English literature (section 2.5) and instances of classroom tasks that can be implemented to work with literary texts in L2 English learning (section 2.6). This section aims to (a) encourage the use of literature as a resource to L2 English learning, (b) learn about the role played by literature in L2 English classroom, and (c) be aware of the relevance of literary genre and text selection criteria for the L2 English classroom such as tales.
3.1 Literature in primary education In the Spanish educational context, BOE 40/2007, 3 May and the Decree 40/2007, 3 May, whereby the Primary Education Curriculum is established in the Castile and León Community, there is no reference to English literature in Primary Education. Rather, it focuses on the communicative competence as the main target teaching and learning aim. It suggests using narrative texts that respond to students’ interests to develop reading and writing skills (see block 2. Reading and Writing; Decree 40/2007, p. 34). Thus, it encourages the development of reading strategies that play an important role in developing that skill.
3.2 The literacy competence Collazo (2011: 33) defines the literary competence as ‘the result of reflections and critical assessments, that the reader shows, from a creative, cognitive, communicative and critical approach, and expresses them in an oral or in a written form in the discourse.’ Therefore, the literary competence involves the development of cognitive and metacognitive abilities to produce knowledge about linguistic and discourse constructions. It also implies the development of skills that allow to combine social settings and cultural setting with a wide range of objectives.