Literature and the ESL Program*

Scott, Charles T.

doi:10.1111/j.1540-4781.1964.tb04539.x

Cited by 4 publications

(3 citation statements)

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“…A renewed interest in literature has surfaced, however, as teachers search for resources that will take their students beyond the elementary level of intensive language instruction offered by most linguistic approaches to a level which will enable them to function effectively in the second language (Topping 1968). Numerous teachers now believe that the literary heritage, whose study fosters habits of "seeing feelingly on the one hand, and skeptically, rationally, on the other" (Oster 1985:75), should not be denied to ESL students who are intellectually and emotionally, if not linguistically and culturally, ready to examine literary works (see, for example, C. Scott 1965, Ashmead 1967, Povey 1967, Arthur 1968, Marshall 1979, Gregg and Pacheco 1981, DiPietro 1982, McKay 1982, Gilroy-Scott 1983. Some have published literary anthologies for ESL students (McKay and Petitt 1984, Mullen 1984a, Povey 1984.…”

Section: The Place Of Literature In Esl Programsmentioning

confidence: 99%

“…In fact, literature, with its extensive and connotative vocabulary and its complex syntax, can expand all language skills (Povey 1967). Likewise, the cultural benefits of studying literature are hard to ignore, since literature mirrors national culture Harris 1967a, 1967b) and can therefore acquaint students with the aesthetic, moral, and spiritual values of the nation and the rules of the social system (C. Scott 1965, Adeyanju 1978. Even in countries where English is learned primarily for practical communication or for specific purposes rather than for general education, literature in English-including non-native English literature (see Sridhar 1982)-can play an important role.…”

Section: The Place Of Literature In Esl Programsmentioning

confidence: 99%

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Literature, Reading, Writing, and ESL: Bridging the Gaps

Spack¹

1985

TESOL Quarterly

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For a long time, literature, which once played a prominent role in language study, has been excluded from both ESL programs and first language composition programs whose central aim is the achievement of linguistic proficiency. In recent years, however, many educators in both fields have again acknowledged the academic, intellectual, cultural, and linguistic benefits of the study of literature. An examination of research on the activities of reading, composing, and responding to literature reveals that these three areas of study, usually taught separately, can be viewed as similar processes. After discussing these findings, this article describes a literature and composition course which demonstrates how ESL students can profit from instruction which focuses on the interrelationship of reading and writing. The course also shows that ESL students have much to gain when literature is the reading content of their composition course and the subject matter for their compositions.Those of us who teach composition at the college level want our students to be able to think logically and to write good academic prose. We also want them to be able to use language to explore and express ideas and to communicate those ideas clearly. What we do in the classroom to achieve those goals depends on our individual expertise, taste, and outlook; on our students' knowledge, abilities, and goals; and on the context in which we are teaching. Therefore, we cannot reasonably expect that we can follow a prescription to design a writing course. Nevertheless, since what students read and write about is so crucial to the success of a writing course, this article recommends a variety of assignments which actively engage students in the process of exploring and discovering meaning through reading and writing and which result in the production of the kinds of academic texts students need to write for college courses. 703

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Section: The Place Of Literature In Esl Programsmentioning

confidence: 99%

Section: The Place Of Literature In Esl Programsmentioning

confidence: 99%

Literature, Reading, Writing, and ESL: Bridging the Gaps

Spack¹

1985

TESOL Quarterly

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“…The cultural model views literature, the product of social and historical circumstances, as one of the most palpable and precious means of achieving cultural insights (Scott, 1964). Literary texts can be used in order to engage and induce learners by providing them with deeper associations with target cultures (Lazar, 1993).…”

Section: The Cultural Modelmentioning

confidence: 99%

Importance of Incorporating Literature in the Language Classroom

Sharma¹,

Bhattarai²,

Humagain³

et al. 2022

Nep. J. Multidisc. Res.

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Literature is a prolific expression of human feelings, emotions, thoughts, opinions, and so on. Language is a system of communication that consists of a set of sounds, words, and grammar rules that are used by a particular group of people. The relationship between language and literature is complex and multifaceted, with each influencing and enriching the other in a variety of ways. Literature can be an effective tool for improving language skills and deepening cultural understanding. The substantial objective of this article is to highlight the importance of incorporating literature in the language classroom. This article is based on the secondary qualitative data taken via books and journal articles regarding literature, language and the significance of literature for teaching language skills. Both teachers and students will be benefitted from this article as they will be encouraged and ignited to teach language in an innovative way through using literary texts. It will reflect how language by exploiting the authentic literary materials can be taught in real life situations.

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Literature across Cultures: English Literature in Bantu Schools

Hartshorne¹

1970

English Studies in Africa

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Literature and the ESL Program*

Cited by 4 publications

References 0 publications

Literature, Reading, Writing, and ESL: Bridging the Gaps

Literature, Reading, Writing, and ESL: Bridging the Gaps

Importance of Incorporating Literature in the Language Classroom

Literature across Cultures: English Literature in Bantu Schools

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