The Roles of Literature in Language Teaching Classroom by Jessica Chung The role of literature in the context of teaching English

in Malaysia education was not really popular back at time. It was thought that learning literature alongside English was seen as a hindrance for the development of the latter (Subramaniam, 2003). However, in recent years, the role of literature in ESL classroom has been re-evaluated and many educators now view literary texts as providing rich authentic linguistic input, effective stimuli for aesthetic development and a valuable source of learners motivation (Sage, 1987). In primary educations, literature is used as a resource to promote language learning (Subramaniam, 2003). The literary texts that are widely used in primary schools include short stories, poems, novels, educational comics, plays, nursery rhymes and song lyrics. For language classroom purposes, teachers normally manipulate literary texts to teach the four skills of language, grammar and vocabulary. So, a question which can be asked in relation to this is: How literature and language learning can work together and interact in helping students to improve their language proficiency? In reference to this question, this essay will illustrate how literature can help young children in learning English language. In addition, this essay also aims to illustrate how literature can produce affective change and promote personality development through a method known as bibliotheraphy. Literature can aid language learning because literary texts model the actual and authentic use of the language (Chitravelu, et.al, 2005). According to Ibsen (1990), as

students read literary texts, they have to deal with actual language used by the native speakers, they will become familiarize with many different linguistic form, communicative functions and meanings. For instance, teaching students figures of speech in poetry like simple simile and metaphor can help students to develop the skills of comparison. This activity can also stimulate students to view the world in a more creative and imaginative ways (Chitravelu, et.al, 2005). Next, reading literature can be a good exposure to good writing styles. Students can learn various convention of written language by reading literary texts from different authors. Different writers have different writing styles and unintentionally learners will adopt some of these writing styles and develop their own writing styles. The more students read, the more they expose to coherent and expert writing. This can help them to enrich their own writing skills. There are many types of writing tasks developed from the study of literary text. For instance, students can rewrite a third person passage into first person point of view. Another

interesting writing task is called adaptation. I did this as one of my activities in my lesson plan. Adaptation requires students to paraphrase or rewrite prose fiction into dialog or reversely. For my activity, instead of prose fiction, I used a nursery rhyme and students are required to create a dialogue based on the nursery rhyme. According to Stern (1991), this kind of activity enables students to be aware of the variations between written and spoken English. Drama is another element of literature that can aid language teaching. Himanolu (2005) claims that dramatization allows students become familiar with grammatical structures in real contexts and at the same time learn how to use the language to express, control and inform with correct emotions. In addition, he believes that the use of drama can also raise students awareness towards the culture of the target language. Cox (2008) also acknowledges the power of drama in language teaching. She describes drama can lead to active, social, centred in students experiences and provide an effective way to teach oral language and literacy. Apart from that, literature can also aid language teaching through reading-based activities. There are many types of reading activities can be done using literary texts. Few examples like reading aloud, chain reading, readers theatre, choral reading, and jazz chants. Sage (1987) affirms that having students to read literature can contribute to speaking and listening skills developments. In fact, when I conduct reading aloud with my students, I always check on their pronunciation. Consequently, it also helps them to improve their pronunciation. Lastly, literature can be a good instructional resource for a teacher who wants to introduce new sounds, group or words or sentence structure to young learners. Short stories or poems which contain strong repetition sequences can attract young learners easily (Chitravelu, et.al., 2005). Since the texts are appealing, easy and repeated, young learners can easily tune in to sounds and words which are new to them. This can also help them to focus on the way words are grouped to form phrases and sentences. Literature does not only serve as a springboard to language development. Many studies reveal that literature can also be a powerful therapy where it can produce affective change. The latter role is more important because children today are vulnerable as they face a range of challenges and dramatic events such as divorce, death, abuse, relocation, alienation, excessive peer pressure, bullying, prejudice against different cultures, low self-esteem, and so

on. If these typical events become uncheck it can cause stress and attitudinal disorders in the social- emotional worlds of young learners which eventually affect their learning (Sitler, 2008). For this reason, teacher should think possible solution that could lessen the students inner turmoil and hence break all the attitudinal barriers to learning. This can be done by implementing bibliotherapy learning approach in classroom. Regan and Page (2008) defines bibliotherapy as the use of literature for social and emotional development across ages. They believe that bibliotherapy can help people understand themselves and cope with problems by providing literature relevant to their personal situations and developmental needs at appropriate times. In simpler words, bibliotherapy is a treatment through literature which can be in the form of books, magazines, drama and poetry. It is proven that bibliotherapy can assist children in problem solving strategies as well as coping with emotional disruptions and developmental change (Adam & Pitre, 2000). Afolayan (1996) believes that reading literature can increase self-awareness and assist children in becoming more empathetic with others. Afolayan also believed that negative emotions like stress, anxiety and loneliness can be reduced using bibliotherapy. Rubin (1978) suggests that bibliotherapy is effective because it allows reader to identify with characters and problems in a book and relate them to their own lives. It helps them to realize that he or she is not the only person with a particular problem. As the character works through a problem, the reader will gain insight into alternative solutions to their own problem (Alat, 2002). In addition, the at-risk learner is believed to receive the benefits of bibliotherapy by passing through three stages (Rubin, 1978). First stage is called universalization. It is the process when the learner realizes the fact that other children have experienced similar problem. Second is called catharsis where learner becomes emotionally involved in the story and he or she is able to talk his or her problem to someone whom he or she trusts. In this stage, teacher plays important roles to create safe environment where learner can voice out his emotions and this can be done through follow-up activities (Adam & Pitre, 2000). The last stage is called insight. Insight helps learner realises that his or her problems can be solved based on the possible solutions identified in the book. As mentioned earlier, teacher plays important roles to ensure the success of bibliotherapy. These are few strategies that the teacher needs to do in bibliotherapeutic literature in language classroom suggested by (Regan & Page, 2008). First strategy is to select appropriate literature which is relevant to the learners problem. Then, the reading can

be done independently or in groups. Once the learners finished reading, the teacher must give follow up activities which aim to enhance the effectiveness of the text. The activities are liked drawing picture related to the text, perform puppet show, write a song or poem about how the character feels or facilitate in depth discussion of the book and a listing of possible-solutions. In conclusion, literature can be a powerful tool in language classroom. In developing literary competence, literature offers students with an incomparably rich source of authentic materials. If teacher can offer such access to these materials, it is possible for our students to internalize English language at a high level. Literature can also be a powerful point of reference to learners. Quality literature can provide information and comforts so that learners can better understand their life experiences, moral dilemmas and at the same time encourage them to develop problem-solving skills. As caring, competent and knowledgeable educators, we must fully appreciate how literature can contribute to overall cognitive and affective growth. Wordcount: 1440

References Adam S. & Pitre N.L. 2000. Who uses Bibliotherapy and why?. Canadian Journal of Psychiatry Vol 45(7): 64 Afolayan, J.A. 1992. Documentary perspective of bibliotherapy in education. Reading Horizons 33(2): 137-148 Alat K. 2002. Traumatic events and children: How early childhood educators can help. Childhood Education 79(1):2-7. Chitravelu Nesamalar, Sithamparam Saratha & Teh Soon Choon. 2005. ELT Methdology Principles and Practice 2nd Edition. Selangor: Penerbit Fajar Bakti Sdn.Bhd. Cox Carole. 2008. Teaching Language Arts A Student-Centred Classroom 6th Edition. Boston: Pearson Inc. Himanolu Murat. 2005. Teaching English Through Literature. Journal of Language and Linguistics Studies Vol 1(1): 53-66 Ibsen, E.B. 1990. The Double Role of Fiction in Foreign Language Learning: Teaching a Creative Methdology. English Teaching Forum. XXVIII (3): 2-9 Regan, K., & Page, P. 2008. Character Building: Using Literature To Connect with Youth. Reclaiming Children and Youth 16(4): 37-43 Rubin, Rhea Joyce. 1978. Using bibliotherapy: A guide to theory and practice, Phoeniz, AZ: Oryz Press. Sage, H. 1987. Incorporating Literature in ESL instruction. New Jersey: Prentice- Hall, Inc. Sitler, H. C. 2008. Teaching with Awareness: The Hidden Effects of Trauma on Learning. The Clearing House Vol. 82 (3): 119-123 Subramaniam Ganakumaran. 2003. Teaching of Literature in ESL/EFL Contexts. Malaysia: Vivar Printing Sdn.Bhd. Stern, S. 1991. An Integrated Approach to Literature in ESL / EFL in Teaching English as a Second or Foreign Language. ed. Murcia, M. Boston: Heinle & Heinle Publishers.