Post on 29-Nov-2014
[
]By: Julio S. Solís Arce
2011 TESINA
TEACHERS TRAINING COLEGIO PENINSULAR ROGERS HALL
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INDEX
Introduction...............................................................................................................3
Criticism to current curriculum..................................................................................6
Advantages of literature...........................................................................................9
The New syllabus...................................................................................................16
Literature classes...................................................................................................23
Conclusion..............................................................................................................28
Bibliography……………………………………………………………………...……….30
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INTRODUCTION
The use of literature to teach second/foreign languages can be traced back to over
one century ago. In the nineteenth century, second/foreign languages were taught
with the help of the Grammar Translation Method. Students would translate literary
texts from the second/foreign language to their native language. When this method
was replaced by methods that emphasized structures and vocabulary, literature
was no longer used. Thus, neither the Direct Method nor the Audio-lingual Method
utilized literature to teach second/foreign languages. In the seventies, methods
such as the Community Language Learning, the Silent Way, Total Physical
Response, and the Natural Approach did not utilize literature to teach
second/foreign languages (Rocha Erkaya, 2002)
However for the past two decades or so, literature has found its way back into the
teaching of EFL. Instructors have realized that literature can be used to reinforce
the skills and complement language teaching. Scher (1976) affirms that with
students at the beginning and intermediate levels, instructors can use literary texts
for “language practice, reading comprehension, and possible aesthetic
appreciation” Muyskens (1983) says that, with advanced students, literary texts
may be utilized for the “development of knowledge of world literature, practice in
reading and discussing creative work, and the introduction of literary concepts,
genres, and terminologies”. Moreover, students can gain insight into literature by
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gaining entrance to a world familiar or unfamiliar to them due to the cultural
aspects of stories, and taking a voyage from the literary text to their own minds to
find meanings for ideas, leading to critical thinking.
Literature is authentic material; it exposes students to unmodified language and
shows the skills they already learned in class as how it is used in real life, it
encourages interaction; as it has various layers of meaning. It is useful to push
discussions, debates, opinions or just a feeling of shared ambience.
Literature expands language; it presents new vocabulary, real samples of a wide
range of styles, text types and registers and sophisticated examples of language
forms. It educates the whole person, teaches values, develops critical thinking and
problem solving skills, it gives us an insight to different cultures, times and places
of the world and it motivates the student as course books readings cannot do.
With all these advantages taken into account, why won’t we use literature in our
high school classes?
In a first approach to answer this question in the first part of this paper we make a
little analysis of the current curriculum for advanced students in order to
understand it’s obsolete and to start thinking about how can we radically change
students learning and transform English classes towards an innovative approach
for ESL teaching.
Then we begin to analyze the advantages of a literature based curriculum one by
one stating how we can develop them in class with specific activities, by this we
should understand that a literature based curriculum does not develops just
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reading skills but a different range of activities that covers almost all parts of
language learning,
The last part of this paper is the proposal of the new curriculum for the advanced
class, with every aspect of it explained in order to be taken into account by future
generations of English teachers at our school English department.
The nature of the paper is that one: to bring our English classes into a different way
of teaching ESL, to make a radical change of the current curriculum and to develop
in the student an unique enriching experience of learning the language.
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CRITICISM OF CURRENT CURRICULUM
To understand why we are proposing a new syllabus for first and second years of
high school (tenth and eleventh form) we have to explain the current situation of
our English course.
As we know students in sixth grade are streamed into two classes one
denominated beginners and the other one named advanced. As for this paper we
should concentrate in the second type of class, the advanced students, but we
must mention that beginners system should also be analyzed and corrected in a
near future.
During the three years of secondary school students are introduced to a wide
range of grammar forms that are, unquestionably, a main part in the learning of
English language. We will like to state that the three years system based on-
grammar at this level is quite appropriate as we consider this a great stage for the
student to be taught all the grammar of the language.
Once the student has learned the rules, patterns and forms and he is able to
identify and use them correctly it should be time for the student to take this into
practice in a challenging way. However when the student gets into high school he
will find himself next to the same old class method.
Even though grammar learning has been done during three years of secondary
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school first and second years of high school take on the same topics and revise
once again as we can see in the following chart.
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TOPIC 7th form 8th form 9th form 10th form 11th form
Simple present
Present progressive
Present perfect
Present perfect progressiveSimple Past
Past progressive
Past perfect
Future simple
Future continuous
Future perfect
First conditional
Second conditional
Third conditional
Modal verbs
Reported speech
*Check means the topic is taught in class
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It is inconceivable as to why should we revised previously learned information for
two continuous years. It is not understandable why there are some topics that are
studied in class for five years. The system at secondary school should be made so
that grammar is presented, studied and learned properly and students are not to be
stuck in grammar lessons for another two years.
We have to recognize that a correct revision of grammar forms should be done at
some point in high school but we also state our disagreement on revising the same
topics in continuous semesters as we are not doing anything more than looking
over things already learned.
Grammar should be briefly revised at the last year of high school just as a reminder
to students of some forms they may have had forgotten but will be necessary in
future assessments and of course at the Cambridge ESOL exams that are held in
our school at the last semester of high school and its offered to every student of
the advanced year.
The revision of grammar forms learned in previous years added to the skills
students will get in the literature based syllabus proposed below will most certainly
raise the students level and endow them of a whole lot of abilities that otherwise
they would not be able to develop.
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ADVANTAGES OF LITERATURE
Literature has several advantages when used appropriately in the ESL classroom
the ones listed here are what we consider to be the basis of why a literature-based
curriculum would be successful if applied in our school. The advantages of using
literature are as follow:
1. To learn vocabulary
Vocabulary may be defined as the knowledge of words and words meanings.
Studies seem to point that vocabulary knowledge is highly linked with reading
comprehension; the reason for this is that students in order to grasp the meaning
of any text need to know already a wide range of words. They also need to develop
techniques to understand the meaning of words by their context, and later adding
them in to their vocabulary.
If we are to set reading tasks of any kind to our students we should be careful
about which text we give them. The problem is that if we start off by giving students
a too complex reading, one that includes vocabulary which is off their actual level,
because we may rise and aversion to reading, related to the frustration of not
understanding a text. This feeling is usually called negative expectations.
This effect works also the other way around, if we set a text that includes the
vocabulary they should know with a considerable amount of new words (I+1)
students may become motivated by understanding the whole reading and acquiring
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new words. The adjustment of the difficulty level in class is referred as appropriate
challenge.
To support our premise we should quote two experiments done in this matter. Adult
native speakers of English were told to read Anthony Burgess’s A Clockwork
Orange a novel which includes several slang words of Russian origin called
nadsat. They weren’t told about being assessed on this new vocabulary presented
and were given a test covering the meaning of ninety of this words after the
finished the book. The results showed that the lowest score had 50% of the
answers correct and the average was about 76% correct. (Saragi, Nation and
Meister, 1978)
Another experiment was done with university level students of English as a second
language. Students read another classic Animal Farm by George Orwell and were
given two tests, one before and another one after reading the novel, on vocabulary
that students at their level typically does not know. The results showed that
students retained the read vocabulary and had considerably better marks than
before reading the novel. (Ferris, 1988)
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2. To develop writing skills
Good writing skills are the materialization of all the grammar and vocabulary
concepts previously learned into a piece of text. Writing conveys a meaningful
message and uses the language correctly. We should encourage students to
develop outstanding writing skills because as we know writing is one of the most
important parts of English exams.
Linking reading with a writing experience is very simple. First of all teacher could
start off with Pre-reading tasks such as asking the students to summarize a small
piece of writing about what the title of the text might imply about the story, about
what they think the cover may mean, etc.
Then when reading is being done either inside or outside the classroom teacher
should leave homework regarding the development of the story. Homework such
as writing a composition of what they think is going to happen next, to write in
certain character point of view (emphatic questions), etc.
However we strongly suggest the use of Essay writing, as task inside the
classroom, as homework and as a mean of assessment. Literature essay writing
may be one of the most complete approaches when evaluating both writing and
reading comprehension.
When the student is writing an essay about a piece of literature, it is necessary that
he understands all the text; otherwise he would find himself unable of completing
the task. Students may follow certain method of essay writing as it could be the
one we call tripartite.
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The tripartite essay is, as the name implies, is divided in three. The first part works
as the introduction where the student starts to explain what he just read by
choosing a theme to relate to the text.
The second part is where the analysis takes place. Students can relate poetic
figures to what they read, analyze characters feelings and actions in the story or to
infer about the authors purpose. One very important issue of this second part is the
use of quotations to support the premises we do.
The third and last part works both as a conclusion and a personal response to the
text. Students are to conclude their essay by stating feelings the story made them
feel or just their personal opinion of the text.
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3. To gain fluency
Fluency is the ability to speak, read and write smoothly and easily. We as teachers
must recognize that incentivizing English fluency in our students is one of our
principal aims as we know students seek to be fluent in this second language they
are learning. In this part of the paper we are to focus ourselves in speaking fluency
Even if we are basing our classes in reading material it is not acceptable to
relegate or forget about speaking and communicative skills in class.
First of all students should be encouraged to do some oral, by doing this students
are not only lead to read texts with ease but also to develop a correct pronunciation
of words.
There are also a number of oral activities that could be done about the text been
read. For example alumni could do role playing of characters to discuss certain
theme of the story. In this way if the work read is a play the class could arrange
itself to function as a little theater and represent a scene of the play or maybe just a
simple dialogue.
The teacher should also make the students read their essays and everything they
write, so as to other students could listen the work of one another and make
comments of it. It is the responsibility of the teacher to push the students to
constantly comment and share their feeling openly in class. The teacher must do
this by creating and ambience of respect and friendship between its student body.
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4. To develop critical thinking, multicultural awareness
and promote an aesthetic experience
It would be silly to think literature as a great alternative just because the didactical
skills we can take advantage of as teachers and ignoring the whole enriching
experience that the student will have when reading, experience that will fulfill
certain spiritual and intellectual needs that will be useful and enjoyable for them.
First of based on the notion that literature is the expression of socio-cultural
attitudes, an expression of aspirations of different societies and shows mythic and
universal values; student will develop a broader knowledge of other cultures, after
all, literature works as a written expression of culture.
Secondly literature brings progress as individuals through reading, it promotes
individual evaluation and judgment and by understanding the text comes along a
message which the student will carry for the rest of his life. This is the final purpose
of most authors, to leave a meaningful message through a beautiful reading.
Critical response is related to the personal response of the reader that will be
encouraged in the new curriculum presented below. When asked the student to
express his feelings, knowledge and believes regarding the reading student will
gain a powerful insight that otherwise he would hardly develop.
Activities that take into practice the benefits mentioned above could involve, for
example: After reading a literary text the students might be asked if anything
similar has ever happened to them or to comment on the characters and what they
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did in the story and what would they do if they were in a similar situation. Another
activity that teacher could use regarding this aspect of literature could be to make
the students compare and contrast the cultural issues between their own culture
and that of the text characters or situations.
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THE NEW SYLLABUS
PRESENTATION:
The new curriculum hereby presented is a four semester program made for alumni
in first and second years of high school at Rogers Hall. The content of this program
is mainly based in the English Literature taught in the International General
Certificate of Secondary Education (IGCSE) curriculum. We shall make clear that
IGSCE curriculum are not designed thinking in the necessities of ESL students,
they are actually made for any English speaker outside of England.
This syllabus is used in Commonwealth countries such as Canada, Australia and
New Zealand. However there are schools in Mexico and other Spanish speaking
countries where this course is given.
AIMS:
Our new English program based in Literature sets its aim in developing the
following abilities in the student. These are not listed in order:
• enjoy the experience of reading literature
• to expand vocabulary through reading
• understand and respond to literary texts in different forms and from different
periods and cultures
• communicate an informed personal response appropriately and effectively
• appreciate different ways in which writers achieve their effects
• increase oral abilities through parallel activities within the lecture
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• experience literature’s contribution to aesthetic, imaginative and intellectual
growth
• explore the contribution of literature to an understanding of areas of human
concern
READINGS
Teacher is to cover in his class six texts from three different genres during the four
semesters of the course. Students must read:
DRAMA: Two plays
PROSE: Two novels
POETRY: Two poem anthologies
We strongly suggest that just one long length text (one play or novel) is read by
semester, while the poems in the anthologies are read in between.
CLASS
English classes are to be radically reformed in order to accomplish the aims set
before in this paper. Silence in the classroom must prevail. The teacher is to
promote a feeling of respect and friendship in the classroom. A lot of silent reading
and writing will be done inside the classroom. The teacher is free to design his plan
as he desires, however we strongly recommend that it should follow this
alignments.
1. Introduction and lead in:
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Teacher should make a lead-in activity for the students. This should conduct
them to awake their schema of the topic is going to be covered in the class.
It is suggested that this activity should be written.
2. Reading:
When reading poetry, poems should be read aloud a few times and then
commented in class. When reading a play or a novel silent reading should
be done all the time.
3. Writing:
Students should be encouraged to do some writing in class. Essays about
what they have read so far in a novel or a complete analysis of the poem
just read should be done in class. The questions answered in the essays
should be similar as the ones that are going to be asked in the assessment.
4. Discussion and comments:
Teacher must provoke discussion in the classroom about the texts given.
Even if it is just to point out certain poetic techniques or to talk about the
feelings the reading evokes it is very important that students talk.
It is important that along with the work on literature goes a full and proper
explanation of all the literature concepts in class, as most of them might be new to
students.
Below we should attach a two examples of classes given in order to understand
how the class would work.
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ASSESMENT:
1. Monthly exams:
Students must answer one question on one set text. On each set text there will be
a choice of three questions. The duration of this exam will be of one hour.
Poetry: One passage-based question and two essay questions.
Drama /prose text: One passage-based question, one essay question, and one
‘empathic’ question.
2. Semestral exams:
Students must answer two questions on one of each set text (one for poetry
and one for drama/prose. On each set text there will be a choice of three
questions. The duration of this exam will be one hour and forty five minutes.
Poetry: One passage-based question and two essay questions.
Drama /prose text: One passage-based question, one essay question, and one
‘empathic’ question.
General information of the assessment:
a) Personal response asked in the essay and passage based questions could come in to
different ways. The first one is the direct form for example, ‘What do you think?’, ‘What are
your feelings about…?’ The second one is the indirect one or of implication, for example:
‘Explore the ways in which...”
b) Student is expected to show a complete knowledge and understanding of the text by
using close reference details and quotations, by clearly expressing familiarity with the
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characters, their relationships, situations and themes and identifying the writer’s intentions
and methods, and response to the writer’s techniques and uses of languages.
c) Empathic tasks: (sometimes known as ‘empathetic’ or ‘creative response’
tasks) are intended to test knowledge, understanding and response; but they give the
candidate the opportunity to engage more imaginatively with the text, by the
assumption of a suitable ‘voice’, i.e. manner of speaking, for the character
concerned.
d) Passage-based questions students will be asked to read again a passage/poem from
the set text, which is printed on the question paper.
e) Students are not allowed to bring their books into the exams.
GRADES
Grade descriptions are provided to give a general indication of the achievement
likely to have been shown by candidates awarded particular grades. The grade
awarded will depend in practice to the extent to which the candidate has met the
assessment objectives overall, and may conceal weakness in one aspect of the
examination that is balanced by above-average performance on some other.
Grade A
A Grade A candidate will have demonstrated the ability to:
• sustain a perceptive and convincing response with well-chosen detail of narrative
and situation;
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• demonstrate clear critical/analytical understanding of the author’s intentions and
the text’s
deeper implications and the attitudes it displays;
• make much well-selected reference to the text;
• respond sensitively and in detail to the way language works in the text;
• communicate a considered and reflective personal response to the text.
Grade C
A Grade C candidate will have demonstrated the ability to:
• make a reasonably sustained/extended response with detail of narrative and
situation;
• show understanding of the author’s intentions and some of the text’s deeper
implications and the attitudes it displays;
• show some thoroughness in use of the text for support;
• make some response to the way language works in the text;
• communicate an informed personal response to the text.
Grade E
A Grade E candidate will have demonstrated the ability to:
• make some relevant comments in terms of narrative and situation;
• show some understanding of the author’s intentions and the surface meaning of
the text;
• make a little reference to the text for support;
• make a little reference to the language of the text;
• communicate a basic personal response to the text.
Grade F
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A Grade F candidate will have demonstrated the ability to:
• make a few straightforward points in terms of narrative and situation;
• show a few signs of understanding of the author’s intentions and the surface
meanings of the text;
• make a little reference to the text;
• show evidence of a simple personal response to the text.
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LITERATURE CLASSES
During the elaboration of this paper I gave two classes using two different poems
following the alignments mentioned in the past section. Here I present it for future
references:
Class A
Sonnet 130 by William Shakespeare Lesson Plan:
1. Pre activity: What is beauty? One paragraph written and then read to the class. Share opinions
2. Hand out Sonnet 130:
My mistress' eyes are nothing like the sun;Coral is far more red than her lips' red;If snow be white, why then her breasts are dun;If hairs be wires, black wires grow on her head.I have seen roses damask'd, red and white,But no such roses see I in her cheeks; And in some perfumes is there more delightThan in the breath that from my mistress reeks.I love to hear her speak, yet well I knowThat music hath a far more pleasing sound;I grant I never saw a goddess go;My mistress, when she walks, treads on the ground: And yet, by heaven, I think my love as rare As any she belied with false compare.
3. Read the sonnet twice to the class
4. Analyze verse by verse to check total comprehension
5. Hand out the following questionnaire of poetic devices, divide in pairs to answer:
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Analyzing Sonnet 130
(Shakespeare)
1. Mark the rhyme scheme of the sonnet. This is dictated by the last word of each line. The first word is marked with an A. If the last word of the second line rhymes with the last word of the first line, it too is marked with an A. If it does not rhyme, however, it is marked with a B.
2. Find one metaphor in the sonnet. Place a box around the metaphor.
3. Find one simile. Place a circle around the simile.
4. Sonnets have something called a turn. It’s where the author’s tone or meaning or topic seems to change a little. Where do you think the turn begins? Where in this sonnet does Shakespeare seem to change gears? (Hint: the turn usually begins the summation or overall meaning/point of the sonnet.
5. Assonance is the repetition of a vowel sound within a line or two lines of poetry.
Example: The cat sat sadly on the mat because he was mad.
Find one example of assonance in the sonnet. On the line provided, write the line containing assonance. _________________________ ____________________________________________________________________________________________________________________________________
6. Alliteration is the repetition of a consonant sound within a line or two lines of poetry. Example: The bad boy brought bugs and put them in the bed. (Note: the letter does not have to be at the beginning of the word.)
Find one example of alliteration in the sonnet. On the line provided, write the line containing alliteration. _________________________
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____________________________________________________________________________________________________________________________________
6. Check answers of questionnaire
7. Return to individual work in order to a three part essay:
a) Introduction: theme
b) Analysis: Poetic techniques
c) Conclusion: Personal Response
The class:
The lesson was given the fifth of May of 2011 to students of second year of high
school of the group A, that was about twelve students. The lesson went smoothly
with a lot of participation from everyone and an amazing understanding of a poem
of this complexity, the questionnaire was done in pairs and the three part essay
had to be changed for time reasons, instead students did an empathic question,
answering Shakespeare as if they were the recipient of the poem; some really nice
writing skills were shown.
Comments of the observer:
Two main questions: how can you get students talking more? How can you
prepare them to respond to this poem? Your lesson was well executed. If you use
more initial pair work students will feel more comfortable responding. In terms of
literary techniques, you should give examples before you ask for them: The most
productive part of the lesson was the response because you could see students
were finally getting the poets message whereas they didn’t clearly get it from the
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first two or three readings. If you had started with How might the lady reader feel?
You might have reached a keener understanding with them. Pair work! 9/10
Class B
England in 1819 by Percy Bysshe Shelley Lesson Plan:
1. Pre activity: Have you ever felt repressed? One paragraph written and then read to the class. Share opinions
2. Hand out England in 1819:
ENGLAND IN 1819
An old, mad, blind, despised, and dying king,--Princes, the dregs of their dull race, who flowThrough public scorn, mud from a muddy spring,--Rulers who neither see, nor feel, nor know,But leech-like to their fainting country cling,Till they drop, blind in blood, without a blow,--A people starved and stabbed in the untilled field,--An army which liberticide and preyMakes as a two-edged sword to all who wield,--Golden and sanguine laws which tempt and slay;Religion Christless, Godless, a book sealed,--A Senate--Time's worst statute unrepealed,--Are graves from which a glorious Phantom mayBurst to illumine our tempestuous day.
-Percy Bysshe Shelley
3. Read the sonnet twice to the class.
4. Analyze verse by verse to check total comprehension, explain to them the context and what Shelley was referring to.
5. Individual work: write an essay comparing England in 1819 to Mexico in 2011, use quotations from the text and a personal response.
6. Read the essay to the class.
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The class:
The lesson was given the twenty forth of March of 2011 to students of third year of
high school of the group B, that was about fifteen students. The lesson was great
as the older students showed all the knowledge of grammar forms and vocabulary
to make a good essay. However most of them had not done an analytic essay
before so they struggle in having their ideas together and present them in a logical
order. Participation was great and final work was of important quality.
Comments of the observer:
This was an interesting lesson and something quite out of the ordinary for students.
A couple of recommendations are that you tell students what an essay
(purpose/audience) is or elicit an answer because some students still don’t know
the purpose of such writing and also that you give more detail about its
construction (however time was a factor): Students could have discussed the
meaning of various lines in pairs and then shared with a group to get more
confidence. You have the linguistic knowledge to serve as a vocabulary reference.
You were able to give clear instructions. Finally do collect the work so that they do
not feel as if they’ve struggled in vain. 9/10
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CONCLUSION
English teaching at high school has been done with great results for the past years.
However reconsidering the curriculum and the syllabus for the high school students
is something the English department should start doing now. The risk we are taking
is to fall behind in what English teaching practices and methodologies are and to
fall into obsolesce that could be a result of not revising fossil curriculums for a long
period of time.
Repeating topics, a grammar centered class and the constant work on the books
has proved to be efficient in passing students through grade but does not allow
students to develop new skills and finally it causes them to grow bored of the
English language.
On the other hand we have the alternative of radically changing how English has
been taught for a long time. We have the unique opportunity to adopt a first world
model which will keep us up to date to the contemporary tendencies of involving
authentic material (in specific literature) into the ESL classroom.
The results that we can get are invaluable, we can bring students along to a new
class when they really enjoys learning English, they can grab a whole lot of new
skills and finally and more important getting them into reading and enjoying doing
it.
The limits are so far as teachers might not be opened to learn new teaching skills
and concepts that allow them to adopt the new system but as far as we see a new
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generation of teachers is coming into the classroom willing to use new techniques
and material to take their class to the top level.
Students, as I personally saw during the literature classes given, are interested in
being challenged and learning new skills in response to the retention of the
learning that the system provoke. Brilliant students and readers are being spoiled
in grammar structure practices instead of being taught how to write an analytic
essay which finally will bring along a whole lot of advantages for daily life.
In our country the numbers are frightening and will not lie, according to UNESCO
and OECD researches, Mexico occupies position 107 (out of 108) of average book
reading, which rates in about 2.8 per year.
Could we in our English class contribute to make a social change through our
students? I do believe it, but so far as we start to expose them to literature that
provoke in them new ways of thinking, critical, analytical and aesthetic, and we
conduct them through a proper way to put their ideas together, both in discussion
and in writing.
The challenge has been put in front of us and we cannot run away from it.
Hopefully, this paper will function in sparking a debate of new content in our
curriculum, one which focuses more on the student and his development as a
whole.
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h_Literature_In_The_ESL_Classroom.pdf
IGCSE : English - Literature (0486): 2009, 2010, 2011, 2012, 2013 Syllabus
http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?
assdef_id=853
http://www.isbearn.com/pdf2/Engl%20Lit.pdf