LangLit

IMPACT FACTOR – 5.61 ISSN 2349-5189

An International Peer-Reviewed Open Access Journal

INTERFACING TEACHING LITERATURE AND LANGUAGE IN
ENGLISH CLASSROOM

DR.T.SANDHYARNI1 Y KARTHIK SAI LAKSHMAN2

Asst.Professor, Asst.Professor,
K L E F (Deemed to be University), K L E F (Deemed to be University),
Guntur. Guntur.
ABSTRACT

Language learning is a skill-oriented learning process, the teacher’s

responsibility is to find new methods to reach learners’ needs. Interfacing
teaching language and literature in English classroom one such method which
gives a language learner better understanding of language in literary as well
as in linguistic context. In this paper I have taken two methods and two
approaches to interface language and literature in English classroom. These
methods illustrate how language and literature can be used to enhance
language skills.

Keywords: Natural Approach, Silent Way, Communicative Method, Community Language

Learning, Linguist, Literary

As English is an official language in India, it is necessary for everyone to acquaint with this
language. When it comes to teaching strategies of English as L2, many questions are in the
mind of a language teacher. How to teach English language? Either using literature or
without literature. As there is no clarity regarding the goals of English education and English
language, many experiments and innovations have been worked out to get best results. The
need for innovations in English language encourages many language teachers to find the best
method to teach language.

This paper discusses an innovative method of Interfacing teaching literature and language in
English classroom. This method does not ignore either language or literature. Both are
balanced well. Conventional and modern English language pedagogical methods can be
applied in this method. There are different methods, approaches and techniques which have
been used by language teachers for the ages. By using two approaches and two methods, I
have analysed this innovative method.

The first method is natural approach which is developed by Stephan Krashen in 1970s and
1980s. According to this approach, language “…acquisition and learning as two distinct ways
of developing competence in a language. Acquisition is the natural way for a child to build
her language competence” (M.L.Tickoo,375). This approach emphises that language should
be acquired and should not be learned. The learner becomes master in first language due to
this natural acquisition process.

Vol. 6 Issue 2 28 November , 2019

Website: www.langlit.org Contact No.: +91-9890290602

Indexed: ICI, Google Scholar, Research Gate, Academia.edu, IBI, IIFC, DRJI
 LangLit
IMPACT FACTOR – 5.61 ISSN 2349-5189

An International Peer-Reviewed Open Access Journal

In Natural approach, learner acquires language unconsciously. When learners are get exposed
to sufficient quantity of comprehensible input, the acquisition of language becomes easy. At
this stage literary text can be used to give lot of exposure to language usage. The selection of
literary texts is very important. Instead of selecting classics, the culture-based texts help
learner to acquire language.

Language teaching includes vocabulary teaching, grammar, structures etc.. If language

teacher’s concentration is only on teaching grammar, vocabulary, students do not show any
interest to learn these things. Natural acquisition of grammar, vocabulary, structures can also
take place through literary texts. Learner understands the usage of vocabulary in the context
and get awareness in exponential use of structures.

The second approach is the silent way developed by Caleb Gattegno. This method reduces
the teacher’s role in teaching language. Teacher’s role is only “to help them to derive the true
and full satisfaction of their inner criteria” (M.L.Tickoo,364). The satisfaction improves the
confidence of a learner. The learner is automatically driven emotionally to the language. The
teacher’s role is only to create a relaxed and supportive environment to learners.

Teacher should be very cautious in implementing this method. Teacher should know each and
everyone’s interest. According to their interest, the teacher should give the literary texts to
them. For example, if one is interested in poetry not in novel, if teacher gives novel to that
learner, the learner may lose interest and the approach may fail in such cases.

In silent way, the teacher should wait for some time to give the chance to learner to
understand language structures in the given literary texts. The teacher asks learners to identify
the common structures used in the literary texts. The lot of peer interaction and correction
helps learner to come out with a good number of structures which are used in the literary
texts. The teacher may ask students to describe the contextual words from the literary texts.
So that learners can improve their vocabulary knowledge and pronunciation also.

The communicative method is a path breaking movement in English language teaching in

1970’s. This method focuses mainly on communicative aspects of language and gives
importance to structures and expressions of language. Blatchford in his ESOL and literature
newsletter opinions that English literature does not give an opportunity to develop
communication skills. Another linguist Allen says that linguistics and literature never go
hand in hand. They should be separated. This is the opinion not only of these two writers, but
also many linguists. They clearly mention that the use of literary texts in English classroom
helps only to take students to writers’ pace not to language structures. The main purpose
might be missed.

At the same time there is an opposition from others saying that there should be a place for
literature in English language classroom. According to Marckwardt, literature should have a
justifiable place in English classroom. The justification depends on the needs of a learner.
The selection of literary texts to English classroom should not be ignored. The usage of text
in the classroom depends on the teachers’ abilities.

Vol. 6 Issue 2 29 November , 2019

Website: www.langlit.org Contact No.: +91-9890290602

Indexed: ICI, Google Scholar, Research Gate, Academia.edu, IBI, IIFC, DRJI
 LangLit
IMPACT FACTOR – 5.61 ISSN 2349-5189

An International Peer-Reviewed Open Access Journal

Through the ages, the curriculum of English language suggests using only simplified texts in
English classroom. However, the contextual usage of structures can be learned only through
literary texts. The literary text helps to get awareness of the attitude and the function of
language. This may be controversial issue again. But in Indian context, the culturally based
literary texts are more useful than foreign literary texts.

Teacher should select literary texts and ask learners to do role plays, dramas and
presentations to improve their communication skills. The literary texts should be
contemporary and relevant to their needs. The contemporary texts help students the current
use of vocabulary and functions of language. The four language skills-listening, speaking,
reading and writing can be improved in this method.

Another method is Community Language Learning method developed by Charles Curran.

This method helps “… to build a healthy and secure learning environment, the focus is on
learner autonomy and the use of appropriate aids and techniques” (M.L.Tickoo,364). This
method helps to improve confidence levels of a learner.

In this method learner uses mother tongue in the earlier stages to translate L1 structures to
L2. Teacher gives drilling at the initial level for commonly used structures in both languages.
Later when learner gets confidence, learner is asked to practice his own structures. Free
practice sessions in group can also be encouraged to develop language skills.

When learners are well-versed with language structures, simple literary texts in L1 should be
given to learners. Learner translates them and takes the help of teacher to know the unknown
structures in the literary text. This well help learner to develop context-based language skills.
This improves confidence of learner. He, himself tries other literary text to experiment the
new structures.

To develop the four skills of language, one should not ignore the importance of language and
literature. They both together can give best results. The interfacing teaching language and
literature helps a learner to understand the essence of language contextually as well as
linguistically. Both contextual meaning and linguistic meaning are important in language
learning process. One cannot give importance either to context or to language. Learner should
be well versed in two areas.

REFERENCES
1. Allen, V.F. 1976. Some insights from linguistics for the teaching of literature. English
Teaching Forum, 14(4):17-21, Oct.
2. Blatchford, C.H. 1972. ESOL and literature: A negative view. Culture and Language
Learning Newsletter, 1(4):1, 6, 7.
3. Marckwardt, A.H. 1978. The place of literature in the teaching of English as a second
language. Honolulu : University Press of Hawaii.
4. Tickoo, ML. Teaching and Learning English. Orient Black Swan. Parthasarathy Art
Printers Pvt. Ltd. Hyderabad. 2003. Print.

Vol. 6 Issue 2 30 November , 2019

Website: www.langlit.org Contact No.: +91-9890290602

Indexed: ICI, Google Scholar, Research Gate, Academia.edu, IBI, IIFC, DRJI