ELT or 'English Language Teaching' indicates to teaching of English to people whose first language is not English. In the process of learning literature, teaching of English comes forward as the most powerful tool in the school bag. The larger portion of people learn English for practical rather than ideological reasons in non-native English speaking nations.

1. Course Code:
ENG 200
Course Title:
Advanced Reading Strategies
and Writing
Name of Assignment:
Learning Literature through
English Language Teaching
(ELT)
Date of submission: 22 – 11- 2018

2. Submitted To
Mr. Muhammad Ishtiaq
Lecturer,
Department of English,
Port City International University
Submitted By
Ifrad Mahbub (L)
ID: ENG 01605545
Nur Shahadat Sohel
ID: ENG 01605527

3. Learning Literature through
ELT
ELT or 'English Language Teaching' indicates to teaching of English to people
whose first language is not English. In the process of learning literature,
teaching of English comes forward as the most powerful tool in the school bag.
The larger portion of people learn English for practical rather than ideological
reasons in non-native English speaking nations.
Why English is a Second Language in many countries: English is
practiced by people all over the globe as the universal language for its former
influence by the British Empire and the present American native speakers for
political and economic hegemony.
If explained strictly linguistically, the reason may be addressed as it is a
simple language which is relatively easy to pick up. The lack of any noun
genders, complicated morphology, having no tone system and the adoption of
Roman alphabet which is great at accurately mapping sounds to symbols, and
the domination of English films, TV and music makes it easily accessible to
practice. Nonetheless, English also has an extensive vocabulary, a very
inconsistent spelling system, large number of irregular verbs, few problematic
sounds like “th”, and a large inventory of vowels which can make it really
tough for non-native speakers to tell words apart. The debates of which
language is easier to learn are ultimately round, as the perception of what is
difficult and what is easy to learn depends on the person executing the
learning.
The next rationalization is historical. Because the UK being the
primary industrialized nation, discovered one among the benefits that they
may colonize the remainder of the developing-worlds quicker than
the alternative European countries could. Covering a couple of quarter of the
world at its largest, British Empire enclosed the North America, the
Caribbean, New Zealand, Australia, West and Southern continent, South Asia
and elements of the South-East Asia, that came

4. upon communicative systems of presidency, business and exploration in
these areas, that established English because the language of
world power within the industrial era. Brits Empire finally fell apart when the
Second war, however the twentieth century saw the transfer of power from
one communicative philosophy power to a different. The USA's cultural,
economic, political, and military domination of the twentieth and twenty
first centuries has ensured that English remains the
foremost necessary and influential world language. Because the official
language of business, science, diplomacy, communications, and IT; to not to
mention the most language of the foremost fashionable websites, this is
often unlikely to vary any time presently.
Methodologies used in ELT
The Direct Method: This method aims the teaching at entirely in the target
language. The new learner is not allowed to use his or her mother language.
Grammatical rules are overlooked and there is emphasis on good
pronunciation.
Grammar-translation: Learning is largely by translation to and from the
language at hand. Grammatical rules are required to be memorized and
bucket of vocabulary learned by heart. Almost little or no pressure is given on
developing oral capabilities.
Audio-lingual: The thought performing at working at the backgrounds of this
method is that learning a language means acquiring habits. Abundant apply
is observed by dialogues from every situations. New language is heard in the
first place and extensively practiced before being seen in its text type.
The structural approach: This technique sees language as a complex of
grammatical rules and learned by memory one at a time in an orderly set. For
instance, the verb "to be" is introduced and practiced before the present
continuous tense, which uses "to be" as an auxiliary.
Suggestopedia: The speculation underlying this method is that a language
may be acquired only when the learner is receptive and has no mental blocks.

5. By varied strategies it's instructed to the scholar that the language is simple
- and in this way the mental blocks to learning are removed.
Communicative language teaching (CLT): The main target of this method
is to enable the learner to communicate effectively and appropriately in the
various situations she would be likely to find herself in. The content of CLT
courses are functions such as inviting, suggesting, complaining ornotions such
as the expression of time, quantity, location.
Immersion: This corresponds to a great extent to the situation we have at
our school. ESL students are immersed in the English language for the whole
of the school day and expected to learn math, science, humanities etc. through
the medium of the target language, English.
Immigrant students who attend local schools find themselves in an immersion
situation; for example refugee children from Puerto Ricans attending classes
in American schools.
The Natural Approach: The approach, propounded by Professor S. Krashen,
stresses the similarities between learning the first and second languages.
There is no correction of mistakes. Learning takes place by the students being
exposed to language that is comprehensible or made comprehensible to them.
Now, combination of all the methods in a classroom requires huge amount of
materials that may be used as tools for performing physical responses to a
new code of language or simple communication, or achieving day to day
speaking abilities or writing abilities and in such cases when literature steps
in. The use of literary pieces meets up the necessary classroom aids for a
better understandability through the enjoyment of the environment or time
frame, the style or the approach the article was written in or even what the
culture the writer used to reside and let the students dissolve into the aspect
of his her mental conditions with the understanding of the context or plot of
the article.

6. Impact of Literature in ELT
Classrooms
It has always been a spicy debate whether literature should own a corner in
the everyday classroom environment, even if after a certain level of expertise
gained in the sorcery of learning a new language, despite predominating the
controversies and different stances being taken by linguists, literary critics and
practitioners – no one have been able to hide the reasons for incorporating
Literature into the English Language classroom. Many world-class scholars and
linguists support the inclusion of literature in the language classroom as it
provides valuable authentic material, develops personal involvement and help
contribute to readers’ cultural as well as language enrichment. These
advantages, they move on to assert, can be achieved provided teachers use
relevant and appealing material to learners through the use of activities that
promote involvement, reader response and a solid integration between
language and literature.
Practitioners, that is, teachers in the “battlefield” indicate that they use
Literature in their English teaching practices. Why? The answer would be-
a) Broaden the students' horizons by providing them a knowledge of the
classics of literature;
b) Improving the learners’ general awareness of culture;
c) Stimulating students’ creative and literary imagination and to nourish their
appreciation of literature; and –
d) Introducing students to masterpieces in British and American literature as
an educative experience, as well as adding to their knowledge of the world at
large.
Complying with this trend, three models were proposed to justify the use of
Literature. The first model in discussion is the CULTURAL MODEL. It
represents the possibility Literature brings into the picture as regards the

7. understanding and appreciation of different cultures and ideologies together
with the developing of one’s perception of feelings and artistic forms.
Their second model is the LANGUAGE MODEL. This model specifically
expresses the fact that language is the literary medium and that literature
could be seen as an instrument to teach specific vocabulary and structures.
Last, the PERSONAL GROWTH MODEL entails students engaging with the
reading of literary texts, appreciating and evaluating cultural artefacts and, in
broad terms, the understanding of our society, culture and ourselves as we
function within that social matrix. With regards to this last model, we
personally interpret this aspect as one that covers the previous two since
cultural understanding presupposes some cultural knowledge and in order to
engage with a text and evaluate it one must resort to language to achieve
such a purpose.
Even though no general categories are put forward, one linguist Lazar (1993:
11) asserts that literature should be seen as an invaluable resource of
motivating material and as a bridge to provide access to cultural background.
Literature, as she moves on to say, encourages language acquisition, expands
students’ language awareness and interpretation abilities, claims it might be
connected to the role of stylistics in the study of literary texts and last, it
educates the whole person, position which resembles the personal growth
model described above.
Building on previous reasons for the teaching of literature in a second
language, Parkinson and Reid Thomas add that it provides a good model for
good writing; it is memorable, non-trivial and challenging, and it also helps
assimilate the rhythms of a language; therefore facilitating intelligence and
sensibility training.
Last, it is further claimed that literature helps enhance the psycholinguistic
aspect of language learning as it focuses on form and discourse processing
skills and improves vocabulary expansion and reading skills. Literature, in
addition, has experienced a revival with the advent of communicative
approach in language teaching as it provides learners with authentic,
pleasurable and cultural material.

8. The same justifications outlined above could be also used to justify the
incorporation of a novel as one type of literary text in our syllabus of course-
-plan. According to Lazar, when using a novel, teachers should look at both
possible drawbacks and educational as well as linguistic opportunities. We
shall mention the reasons behind in a nutshell. At first, a novel provides a
more involving motivational source for pedagogic activities, and it also
engages learners intellectually, emotionally and linguistically. Moreover, it
provides a picture of another culture, though some cultural background is
deemed essential. Finally, the pursuit of reading a novel enhances meaning
making processes and language capacity in our learners.
Why Should We Use Literature in
English Language Teaching
Because we are readers and we would love to share with our learners this
enthusiasm and pleasure in reading fiction.
1. Because we believe it can help students engage in the learning of English
and at the same time improve their communicative competence.
2. Because we believe that Literature enables us to grow personally and
socially raising cultural awareness.
3. Because we believe that English should also let learners know that they
can build bridges between their backgrounds in Spanish Literature by
revisiting literary terminology together with other aspects involved in
the study about Literature.
In the last we can say that although the practice of literature in the ELT is
enjoying a rebirth for various causes. With the existing sort of traditional
language teaching techniques, literature became less famous when language
teaching and learning began to focus on the practical use of language.
However, the duty of literature in the ELT has been re-assessed and many
now agree that literary texts are providing rich linguistic input, effective

9. stimuli for students to express themselves in other languages and a potential
source of learner motivation.
Literary texts may be studied in their original forms or in simplified orabridged
versions. An increasing number of stories in English are being written specially
for learners from other languages. The types of literary texts which can be
studied inside and outside the ELT classroom include:
1 Short stories
2 Poems
3 Novels
4 Plays
5 Song Lyrics
These texts can be supported by audio-texts, music CDs, film clips, podcasts,
all of which enhance even further the richness of the sensory input that
students receive. Literary texts provide a fashionable supply of linguistic input
and might facilitate learners to practice the four skills - speaking, listening,
reading and writing - additionally to illustrative grammatical structures and
presenting new vocabulary.
Guidelines to selecting literature pieces to be learnt through ELT:
Text choice - Texts have to be compelled to be chosen that have relevancy
and interest to learners.
Linguistic Problem - Texts have to be compelled to be applicable to the
extent of the students' comprehension.
Length - Shorter texts could also be easier to use at intervals the category
time offered, however longer texts offer a lot of discourse details, and
development of character and plot.
Cultural Problem - Texts shouldn't be therefore culturally dense that
outsiders feel excluded from understanding essential that means.
Cultural Appropriacy - Learners shouldn't be pained by matter content.

10. Overview
Learners will be facilitated in developing their understanding of alternative
cultures, awareness of ‘difference' through the teaching of English language
with the use of literature and be able to develop tolerance and understanding.
At the same time literary texts will offer with alternative universal themes like
love, war and loss that aren't perpetually lined within the change world in fact
books.
Literary works associate learners to use theirimagination, enhance theirfellow
feeling for others and lead them to develop their own ability. They additionally
provide students the prospect to be told concerning literary devices that occur
in alternative genres, like - advertising.
Literature lessons will result in public displays of student output through
posters of student creations e.g. poems, stories or through performances of
plays. Therefore for a spread of linguistic, cultural and private growth reasons,
literary texts typically will be of a lot more motivating than the denotative
ones often employed in lecture rooms.
References:
 http://esl.fis.edu/teachers/support/method.htm
 https://www.teachingenglish.org.uk/blogs/dario-banegas/role-
literature-elt-part-one
 https://www.teachingenglish.org.uk/article/using-literature-
introduction
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