Introduction to 'Language through Literature' approaches to teaching Literature in English in L2 contexts.

This paper explores a series of major changes during the period 1970 to the present [1992] in how literary texts are studied and taught in L2 (second and foreign language) contexts. In doing so, it joins a continuing controversy over the use of literary texts as an appropriate resource in developing language skills and awareness. The main teaching strategies generally employed in literary education are reviewed and relevant comparisons and contrasts made between teaching literature in L1 and L2 contexts. A number of unresolved issues surrounding the use of literary texts in language teaching are also outlined. To show the potential of 'interactive' or 'student centred' approaches to teaching literature in English, the author lists and illustrates ten basic procedures which are common in ELT but which can also be adapted in designing groupwork tasks for literary study. Such tasks, it is suggested, can valuably supplement traditional lectures and seminars, and help create a fresh and effective style of literature pedagogy. Activities along such lines, it is concluded, should not replace other modes of teaching, but rather add to and vary a teacher's existing repertoire of methods.

Also reprinted in VESTNIK, Letnik 29, 1-2, Ljubljana (1995), 65-90, 1871438195, as well as in Slovenian as 'Uvod k pristopomucenjaangleske literature jezikskoziknjizevnost v okviru J2', Sodobna Pedogogika, vol. 47 no 9-10 (1996), 469-83, ISSN 0038-0474. Earlier versions of this chapter appeared in Review of English Language Teaching, volume 2 number 3 (1992), 150-72, ISSN 0961-6063 and (adapted to address specific questions related to English teaching in Hong Kong), in Christopher Brumfit and Michael Benton (eds.), Teaching Literature: a world perspective (Macmillan, 1993), pp. 150-72, ISBN 0333585089.
Moira Linnarud, Torsten Ronnerstrand, Yvonne Leffler & Reinert Kvillerud (eds.)