Introductory description

Literature and drama provide us with compelling material for involving our students in successful language learning activities. Engagement with story, a rich social context, personal response, and interactive play - all of these acknowledged facilitators of language learning are enabled through the use of literature and drama. When literary texts and drama activities are appropriately chosen and delivered, learners have opportunity to develop their knowledge of the target language at a variety of levels; moreover, reading literature in a second language provides students with cultural insights and provides a genuine source of motivation for learners. However, personal experience and research tell us that literature is not widely used in TESOL and that it is often considered ‘difficult’ by learners. We shall explore why this is and how the situation may be improved through principled text selection and
methodologies that focus on developing reader response.
Participants will develop a critically informed understanding of the place of literature and drama in the EFL/ESL classroom and ways in which the teaching of literature or drama and language can be integrated. Although we shall include approaches to teaching ‘classic’ texts, the module will embrace a very broad concept of literature, including the popular novel, children’s literature and film drama.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

• Week 1: Introduction to the module. Issues surrounding the teaching of Literature across languages and cultures.
• Week 2: What is ‘Response-based teaching’? Rationales for using Literature in TESOL
• Week 3: Integrating drama and TESOL
• Week 4: Choosing and using poetry in the second language classroom
• Week 5: Approaching the second language novel.
• Week 6: Teaching Shakespeare
• Week 7: Integrating the teaching of language, literature and culture.
• Week 8: The use of film as a resource for the teaching of literature in the L2

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate a critical understanding of approaches to integrating literature and drama in English language teaching within a response-based syllabus.
• Understand and address the particular complexities and issues associated with the teaching and learning of literature and drama in a second language and cultures.
• Critically evaluate and successfully deliver classroom activities associated with the use of literature and drama as a resource for English language teaching.
• Critically evaluate representations of different cultures mediated through literary texts.

Indicative reading list

Bucher, T. (2016) Young Adult Literature: Exploration, Evaluation and Appreciation, Pearson
Brumfit, C. & Carter, R. (eds.) (1986) Literature and Language Teaching, OUP
Carter, R. (ed.) (2000) Literature and the Learner: Methodological
Approaches, MEP
Carter, R. & J. McCrae (1996) Language Literature and the Learner
Longman.
Collie, J. & Slater, S. (1987) Literature in the Language Classroom, CUP
Day, R.D. & Bamford, J. (2000) Extensive Reading in the Second Language
Classroom CUP
Gibson, R. (2014) Teaching Shakespeare Cambridge
Hall, G. (2009) Literature in Language Education London:Palgrave
Kramsch, C. (1993) Context and Culture in Language Teaching, OUP
Lazar, G. (1993) Literature and Language Teaching CUP
Leech, G. & Short, M. (1991) Style in Fiction Longman
Lodge, D. (1990) The Art of Fiction Penguin
Maley, A & Holding (1985) Poem into Poem, Cambridge
McCrae, J. (1991) Literature with a Small ‘l’, Macmillan
Morley, D. (2009) The Cambridge Introduction to Creative Writing, CUP
Parkinson, B. & Reid Thomas, H. (2000) Teaching Literature in a Second
Language Edinburgh
Protherough, R. (2015) Developing Response to Fiction OUP
Short, M. (1999) Reading, Analysing and Teaching Literature, Longman
Vandrick, S. (2003) ‘Literature in the Teaching of Second Language
Composition’ in Kroll B. (ed.) (2003) Exploring the
Dynamics of Second Language Writing. Cambridge:CUP
Widdowson, H. (1982) Stylistics and the Teaching of Literature, Longman
Winston, J. (2013) Second Language Learning Through Drama
London:Routledge

Subject specific skills

• Critically evaluate and successfully deliver classroom activities associated with the use of literature and drama as a resource for English language teaching.
• Develop principled approaches to addressing individual learner needs and interests in the classroom.
• Confidently lead and direct drama-based group work.
• Critically appreciate the use (and abuse) of rhetorical devices in speech and writing.

Transferable skills

• Participate constructively in collaborative tasks and group discussions including drama based activities.
• Structure and communicate ideas effectively in writing with appropriate use of critical analysis and associated metalanguage.
• Plan and manage time and workload to meet deadlines.
• Synthesize information from a range of sources.
• Reflect critically on authorial agendas and cultural representation.