#63, ELT Research Article: ‘Teaching Literature through Language: Some Considerations’ by Abraham Panavelil Abraham

This article “Teaching Literature through Language: Some Considerations” is submitted by Abraham Panavelil Abraham (Ph D), Professor of English, University of Nizwa, P.O.Box 33, P.C 616, Nizwa, Sultanate of Oman.

Abstract

Teaching literature through language calls for active involvement of both the teacher and the taught. Here, the focus is on teaching literature and the medium is the language. The context and form of a literary work brings forth meaningful discussion and enjoyment. The paper will discuss the importance of teaching literature in the language teaching and learning process, the question of choosing an appropriate literary text and some strategies for teaching literature by creating an awareness of linguistic possibilities and sensibility.

I think aesthetic teaching is the highest of all teaching because it deals with life in its highest complexity.– George Eliot, 1866/1967: 9-10

A linguist deaf to the poetic function of language and a literary scholar indifferent to linguistic problems and not conversant with linguistic methods, are equally flagrant anachronism. – Roman Jakobson, 1960: 377

1. Introduction

Language through literature is a subject that has been discussed among academicians for quite some time. However, the notion of literature through language may raise a few eyebrows. Many universities around the globe offer a number of literature courses as part of the undergraduate program. Teachers who teach these courses often use the traditional method of lecturing on topics like theme, characterization, plot, motifs etc directly without giving any emphasis on the stylistic/linguistic aspect of the literary texts that they teach. Of course, students must be taught literature and it must be taught by creating an awareness of linguistic possibilities and sensibility. It is in this context that the idea of literature through language becomes relevant. Teaching and learning literature through language demands active involvement of both the teacher and the taught in bringing the literary text to life. The medium is language and the context and form of a literary work arouse interest in the meaningful use of that medium. This, in the words of George Eliot is “aesthetic teaching”. Here, the role of the teacher is crucial. His/Her role is to support the students’ efforts to establish intensive relationship with literary texts without interfering too much in their act of creating meaning.

It is heartening to note that many academicians nowadays consider the importance of literature in language teaching. The time has come to realize that the ultimate objective of teaching and learning literature is the study of words, idioms and syntax at the highest level of thought and imagination. It is an exercise depicting as to how words and sentences are made and molded in order to communicate what the writer wants to say. It is not literature through literature that is to be emphasized, but literature through language. In this paper, an attempt will be made to explain why teaching literature in the language classroom is important, what are some of the criteria to select suitable literary texts for students and what are some of the strategies that may be adopted while teaching literature. Robert Frost’s poem” Stopping By Woods on A Snowy Evening” will be used as an illustration. (more…)

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#62, Research Article: ‘A Review of studies on Alternative Assessment in EFL Language’ by Sara Vali and Parnaz Kianiparsa

This article is submitted by Sara Vali and Parnaz Kianiparsa, lecturers at Payame Noor University, Iran (Damavand Center).

Abstract

As everyone knows, assessment becomes an indicative tool for analyzing the success of the teaching methods. Additionally, it helps students to recognize that they are making progress in foreign language development, which can motivate them to identify their own strengths and weaknesses, and encourage autonomy and independent learning skills. However, a teacher’s role is one of the significant elements in teaching process. Nowadays, a variety of alternative assessments have become popular. It has been suggested that unlike traditional assessment methods, alternative assessment techniques promote a trustful atmosphere so that students that are influenced by evaluation become engaged in its process. They are provoked to communicate freely and are more able to involve in self-criticism and rethinking. Students’ involvement in their own evaluation assists them in reaching maturity and responsibility in succeeding in language learning.
This paper aims to have a short review on the so-called “movement of alternative assessment” (Alderson & Banerjee, 2001) that has recently used in the field of language testing and assessment. In other words, this study tries to introduce new methods of assessment in the second or foreign language acquisition.

Introduction

These days, there has been an increasing interest in the use of assessment procedures that are completely different from conventional methods of assessment. More reliable forms of assessment, such as portfolios, interviews, journals, project works, and self- or peer- assessment have become more and more common in the second and foreign language classrooms.

These alternative forms of testing or assessment are more student-centered as they involve students in their learning, so that they can control their own language learning. Furthermore, these kinds of assessment–called alternative assessment–can help teachers to get enough information for developing their instructional plans and practices. Table below can indicate the obvious differences which exist between the traditional and alternative forms of assessment (Richards & Renandya, 2002). (more…)

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