8 how to teach literature (and comics)

1. How to teach EnglishHow to teach English
Literature (in the EnglishLiterature (in the English
Classroom)Classroom)

2. What is Literature?What is Literature?
““Stories, poems and plays, especially thoseStories, poems and plays, especially those
that are considered to have value as art and notthat are considered to have value as art and not
just as entertainment” (Macmillan Dictionary)just as entertainment” (Macmillan Dictionary)
 A text where one of the six features ofA text where one of the six features of
communication (message, sender, receiver,communication (message, sender, receiver,
context, contact, code) loses its simplicity andcontext, contact, code) loses its simplicity and
becomes multiple, ambiguous (Robert Scholes,becomes multiple, ambiguous (Robert Scholes,
Semiotics and InterpretationSemiotics and Interpretation))
Activity: Is this Literature?Activity: Is this Literature?

3. What is English Literature?What is English Literature?
Literature written in the EnglishLiterature written in the English
language. Examples:language. Examples:
 William Shakespeare, EnglandWilliam Shakespeare, England
 Edgar Allan Poe, USAEdgar Allan Poe, USA
 James Joyce, IrelandJames Joyce, Ireland
 Joseph Conrad, PolandJoseph Conrad, Poland
 Dylan Thomas, WalesDylan Thomas, Wales
 Robert L. Stevenson, ScotlandRobert L. Stevenson, Scotland
 V.S. Naipul, TrinidadV.S. Naipul, Trinidad
 Vladimir Nabokov, RussiaVladimir Nabokov, Russia

4. Why teach literature in the ESLWhy teach literature in the ESL
classroom? (1)classroom? (1)
 Literature isLiterature is authentic materialauthentic material where readingwhere reading
comprehension can be practiced (CEF Objectives, B1-on:comprehension can be practiced (CEF Objectives, B1-on:
“Reading for pleasure”)“Reading for pleasure”)
 Literature expandsLiterature expands language awarenesslanguage awareness (different types of(different types of
language, from sophisticated to non-standard dialects)language, from sophisticated to non-standard dialects)
 Literature encouragesLiterature encourages interactioninteraction (multiple layers of meaning,(multiple layers of meaning,
leads to discussion) andleads to discussion) and creativitycreativity (writing after reading)(writing after reading)
 Narrative texts are better suited to children’s cognitiveNarrative texts are better suited to children’s cognitive
processes than other texts. We constract meaning byprocesses than other texts. We constract meaning by creatingcreating
stories,stories, so language acquisition and literature can go togetherso language acquisition and literature can go together
from early ages.from early ages.

5. Why teach literature in the ESLWhy teach literature in the ESL
classroom? (2)classroom? (2)
 Literature isLiterature is motivatingmotivating (sense of achievement at(sense of achievement at
understanding a piece of respected literature)understanding a piece of respected literature)
 MULTICULTURAL COMPETENCE:MULTICULTURAL COMPETENCE:
 Literature is a good example of cultural referents:Literature is a good example of cultural referents:
writers, literary textswriters, literary texts
 Literature raises awareness of other culturesLiterature raises awareness of other cultures
 CROSS-CURRICULAR VALUES:CROSS-CURRICULAR VALUES:
 Literature educates the whole person (examiningLiterature educates the whole person (examining
values in literary texts leads to develop attitudesvalues in literary texts leads to develop attitudes
towards them)towards them)

6. Which approach to use? (1)Which approach to use? (1)
3 models:3 models:
- Cultural model:Cultural model: literary text as a literary product.literary text as a literary product.
Source of information. More traditional. Movements,Source of information. More traditional. Movements,
writers, genres. Teacher-centred.writers, genres. Teacher-centred.
- Language model:Language model: Learner-centred. Readers increaseLearner-centred. Readers increase
their awareness and competence in the language.their awareness and competence in the language.
- Personal growth model:Personal growth model: Learner-centred. ItLearner-centred. It
encourages learners to draw on their own opinions,encourages learners to draw on their own opinions,
feelings and personal experience (Readers’ Responsefeelings and personal experience (Readers’ Response
Theory). It aims for interaction between the text andTheory). It aims for interaction between the text and
the reader. Power of literature to move people.the reader. Power of literature to move people.

7. Which approach to use? (2)Which approach to use? (2)
 Inductive approach (from text to rules) vs.Inductive approach (from text to rules) vs.
Deductive approach (from rules to text)Deductive approach (from rules to text)
 Textual approach (from text to context) vs.Textual approach (from text to context) vs.
Contextual approach (from context to text).Contextual approach (from context to text).

8. Which texts to use? (1)Which texts to use? (1)
1.- Look around:1.- Look around:
 Target readersTarget readers
 Age: Kindergarten/Primary/Lower Secondary/UpperAge: Kindergarten/Primary/Lower Secondary/Upper
SecondarySecondary
 Level of English: A1-A2-B1-B2Level of English: A1-A2-B1-B2
 Teaching context: English Language LearningTeaching context: English Language Learning
Class/English Literature ClassClass/English Literature Class
 Teaching Objectives: Literary/Linguistic/Cross-Teaching Objectives: Literary/Linguistic/Cross-
curricular (cultural, ethical values)curricular (cultural, ethical values)

9. Which texts to use? (2)Which texts to use? (2)
2.- Choose the type of text2.- Choose the type of text
- Poetry/Prose (Fiction/Non-fiction/TraditionalPoetry/Prose (Fiction/Non-fiction/Traditional
story)story)
- Complete text/ExtractComplete text/Extract
- Original text/Adapted text (written/Original text/Adapted text (written/
- story-telling/film/video/hypertext)story-telling/film/video/hypertext)

10. What to do with the text?What to do with the text?
 Type of reading:Type of reading:
 Inside the class/outside the classInside the class/outside the class
 Intensive reading/extensive readingIntensive reading/extensive reading
 Time span: class period/several periods/wholeTime span: class period/several periods/whole
term/yearterm/year
 Design activities:Design activities:
 Warm-upWarm-up
 Pre-readingPre-reading
 While readingWhile reading
 After readingAfter reading
 Evaluate the activities after useEvaluate the activities after use
 LESSON PLANLESSON PLAN

11. And Comics? Why?And Comics? Why?
 Motivation: it is funMotivation: it is fun
 Authenticity: real, colloquial materialAuthenticity: real, colloquial material
 Pictures and words: Easy to understand from lower levelsPictures and words: Easy to understand from lower levels
 Easy to introduce all the skills and cooperative workEasy to introduce all the skills and cooperative work
 Cultural elements (they are a cultural referent itself)Cultural elements (they are a cultural referent itself)
 Comic strips, comic books, graphic novels?Comic strips, comic books, graphic novels?
 The language of comicsThe language of comics

12. How to use Comics in classHow to use Comics in class
1.1. Partial projection: Description, dramatization, anticipationPartial projection: Description, dramatization, anticipation
2.2. Delete text in balloonsDelete text in balloons
3.3. Put frames in orderPut frames in order
4.4. Guess the endingGuess the ending
5.5. Role-playsRole-plays
6.6. Introduction of a topicIntroduction of a topic
7.7. Find a titleFind a title
8.8. Tell the storyTell the story
9.9. Record a videoRecord a video
10.10. Reading outside the class (Reading ComprehensionReading outside the class (Reading Comprehension
activities)activities)