ELT Teaching language though literature

Teaching language though literature 

Literature and Language can work together and interact for the benefit of students and teachers. It will lead to the flourishment of interesting ideas, learning, and improved instruction for all. This particular task is given by our prof. Dilip Barad to enhance our thinking capacity towards ELT. 

• What sort of activities or tasks can be designed to teach language using a ' poem' ?

Let us first know that, Why teach literature for language teaching?

Here is some of the key points which will help to make our point more clear that how and in which ways the literature is helpful to teach language for ELT subject...

• developing learner autonomy by indicating that teacher is not the fount of knowledge

• stimulate students to interact with the texts creatively

• focusing on the text rather than about the text (does a detailed historical background really help?)

• literature offers genuine samples, very wide range of styles, registers, and text-types with differing levels of difficulty

• literary texts are naturally designed as opinion-gap activities since the texts can never mean the same to two individual readers

• they are best ways to indicate language properties like ‘coherence’ and ‘text organisation’ (‘noticing’)

• can indicate and clarify generic classification and its linguistic features

• can develop comparative and evaluative skills essential for tertiary level language learning

•   can deal with syntactic, lexical, discoursal varieties that may not happen in a ‘constructed’ language activity.

Activities are like....

Design pre-tasks, while-tasks and post-tasks Talk about patterns of sound Use visuals to support language of the poem Concentrate on the vocabulary and lead students to extended vocabulary tasks Concentrate on grammar items of the poem Reassembling/ Reconstituting activities Teaching deviation in register and tone

• designing activities that would lead-in to the thematic concern of the poem

• design reading comprehension, grammar and vocabulary activities for post-teaching

• Talk about alliteration (Burn bright, brave beauty of the night)

• use multimedia visuals

• use available pictures

• explicit meaning (through glossary or dictionary work)

• If I hadn’t…I wouldn’t have (The Road Not Taken by Robert Frost)

• Many others are possible depending on the grammar items in the poem

So, in this way can have such activates to give better resources to students and can learn the language through literature....

Here i am sharing one of my similar kind of exercise which i had done in my MA sem- 3 to enhance my language capacity thought such activities, this task was given by prof. Hina Zala madam to identify and write some characteristics on given photo, here you can see the link of my drive ,

https://docs.google.com/document/d/1FEcn0zT9h4T1NBXrQ7D_VZDMv0-g2wEdr7VSF2-evgk/edit?usp=drivesdk

So, this way a teacher can plan such innovative activities for students for their language capacity. 

• Teaching Literature: Using films or videos as support materials

It can be said that watching elements are more memorizes ten listen or read one, this very important to note about visual media that by using such media to give an explanation of any work of art will always gives a twice understanding to the students. Here we have some major points to ponder how to use video resources and films in academic parts.

• can present complete communicative situations combining visual and aural inputs

• can show communicative situations in a certain context and not in isolation

• can be especially useful for slower learners since paralinguistic features present can augment aural cues

• due to technology, videos now can be edited and other ‘tricks’ performed

• since they are generally interesting, can be motivational for language learning

• offers a large variety of language learning situations, e.g. films, plays, quizzes, animations, news etc

• however, in language learning situation, all such viewing should be structured by tasks

• What teacher can plan out the things? 

• as in other cases, use of videos or films should be based on sound pedagogical principles

• has to structure the use of films/ video through tasks since that ensures interaction

• a variety of video/ films are available e.g. language-teaching broadcasts and films; some can be recorded, e.g. domestic television broadcasts; also many industries and companies also produce educational materials that can be used for language teaching purposes.

As i mentioned that this is my example and practice of having such film screening in our Department Of English , MKBU, that we try to learn from many academic videos, worthy films. then we note a critical thinking activities on it, comparative studies etc..

Here is my link of YouTube channel wherein I had made a video on my academic film screening album, which helps us in various ways in to our study of literature and language,.

 

Here is a playlist of prof. Dilip Barad sir , though it we habituated to learn language though and also how can we invent such media for academic purpose. 

so, this are my all blog about how to use literature to understand language , i put some of my experience and example to make is more clear.

Thank you