Literature and language teaching

Using literary texts in language teaching exposes learners to creative uses of language and generates creative responses from them. This chapter explores key issues relating to this by providing a brief historical background, before discussing reasons for using literature in language teaching; the nature of literary language and the implications for pedagogy; and the role of the reader in making sense of texts. The influence of communicative language teaching has resulted in more process-oriented, learner-centred approaches to using literature with language learners, ranging from language-based approaches which emphasise personal response to those which draw on literary theory or stylistics. Such approaches are discussed and evaluated, and key principles for classroom practice are suggested.
The chapter also focuses on future trends, including the recent call for more empirical research into using literature in the language classroom. The need for more empirical research is explained, key research to date is summarised, and the importance of practitioner-based research methods is discussed. Other future trends considered include the pedagogic implications arising from the rise of global Englishes; the possibilities offered by web-based interaction and multi-modal and hyperlinked texts; and the increasing integration of creative writing into language classrooms.