ELT: Teaching Language Through Literature

If we differentiate Human beings from all other living species then only quality which makes them exceptional is ability to communicate and transfer their thoughts and ideas through language. Now Language Learning can be divided into two parts. Or we can say a human being can develop the capacity to use language through two different processes.

• Language Acquisition
• Language Learning

"Language learning is a conscious process, and is the product of either formal learning situations or self-study programmes. Language acquisition is opposed to learning and is a subconscious process similar to that by which children acquire their first language."

(Kramina, 2000: 27).

So, Language acquisition is a natural process through which we acquire language unconsciously by observing and following the trends of speaking in our surroundings. While opposite to this Language Learning is a conscious process through which we deliberately take projects to learn any Second Language or Foreign language in order to make conversation better.

Why Literature : For Language Learning Classroom

If we see chronically then there are numbers of Methods and Methodologies are used time and again in order to learn English as a Second Language. Which begins from Grammar Translation Method to Structuralist Approach, Direct Method, The Audiolingual Method, Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, and the Natural Approach. It has also become interesting to note down that among all these strategies and approaches 'Literature as Language Learning strategy' remains almost at blind spot. But, After the 1960s or 1970s with the introduction of Communicative Approach for language learning, take literature for language learning into bright light. And now in recent years there is a hot debate which is revolving around…

How, When, Where, and Why literature should be incorporated in ESL / EFL curriculum.

(Teaching English Through Literature

by Murat Hismanoglu)

The purpose behind Second language learning is now taking shift from theoretical knowledge to develop Communicative capacities. It prepares individuals to communicate fluently and softly in target language instead of only Learning basics and grammar of the target language. And Literature is the best form of language where we can learn structure, Stylistic, formation of sentences, Usage of words into sentences Usage of language in day to day life. According to Collie and Slater there are four reasons which encourages teachers to use literature in their Language Learning Classroom.

What sort of Activities or Tasks can be designed to teach language using Short Story

Short story is a genre of literature. If we throw some light on the history of Short Story then it consists of long history beginning from ancient time before Pen and paper got invented. Short Stories are moving from generation to generation in oral form in the form of Myths, Fables, Tales, Anecdotes, legends, Short Fiction etc. Edgar Allan Poe, one of the best Short story writers, defines short stories in his words..

A short story is a fictional work of prose that is shorter in length than a novel. A short story should be read in one sitting, anywhere from a half hour to two hours. In contemporary fiction, a short story can range from 1,000 to 20,000 words.

(Edgar Allan Poe, in his essay "The Philosophy of Composition")

Short Story is a very small form of literature in comparison to Novel or Drama. And it can be used for language learning purposes. Collie and Slater listed out four advantages of using Short stories for Language Learning...

• First, short stories are practical as their length is long enough to cover entirely in one or two class sessions. 
• Second, short stories are not complicated for students to work with on their own. 
• Third, short stories have a variety of choices for different interests and tastes. 
• Finally, short stories can be used with all levels (beginner to advance), all ages (young learners to adults) and all classes (morning, afternoon, or evening classes).

So, These are some of the advantages of teaching a language through Short-story. Now come down to activities and tasks which are designed to make language learning possible through Short story.

• Read a story aloud and also asked students to read it aloud, which helps to improve their Speaking Skills.
• Focus more on the use of language on the short story instead of the basic plotline.
• After completing a kind of discussion or debate can be conducted on the central theme of the story.
• Focus on how authentic grammar is used in the story and also design Post-task where students are supposed to use these grammar techniques.
• Short story also can be used for Vocabulary boosting. Underline the new word coming in the story and ask students to find the meaning through a dictionary.
• Teachers can pick up the complex word from a short story and ask students to do pronunciation practice which helps them to develop their speaking skill and fluency in English.
• After the discussion of story a Teacher can assign some writing activities on the basis of Story which will enhance student's writing skills as well.
• Role play is also an interesting task that can be assigned to students, which makes learning more enjoyable.

So, These are some of the tasks and strategies which can be used for Language Learning through Short stories. Along with this selecting a good story and making a proper use of that particular story for enhancing English Language helps a lot to grasp things more fast and passionately. One critic Murdoch also indicates that 

“Short stories can, if selected and exploited appropriately, provide quality text content which will greatly enhance ELT courses for learners at intermediate levels of proficiency”

Thank you...

• Kramina, I. (2000) Lingo – Didactic Theories Underlying Multi – Purpose Language Acquisition. University of Latvia
• Amygardner, AMYGARDNER. Lit Learning: A Guide to Literature in Language Teaching. www.fluentu.com/blog/educator/literature-in-language-teaching-and-learning/.
• Collie, J. and S. Slater. 1990. Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: CUP