Teaching literature in the language classroom: a historical overview

Summary

This video introduces a course on teaching literature in language classrooms, exploring the historical evolution of literature's role in language education. It outlines how early 20th-century methods, like Grammar Translation, focused on reading and translating literary texts, but fell out of favor due to their elitist nature. Starting in the 1970s, literature regained significance through Communicative Language Teaching, highlighting its value for vocabulary acquisition and critical thinking. The video concludes with a preview of the next lesson, which will further explore the distinction between studying literature and using it as a language learning tool.

Takeaways

• 📚 Literature has historically played a central role in language teaching, particularly in the early 20th century through grammar translation methods.
• 🔍 The primary aim of grammar translation was to help students read and translate canonical literary texts, focusing on reading and grammatical patterns.
• ❌ By the 1940s to 1960s, the limitations of grammar translation became apparent, with students struggling to communicate effectively in the target language.
• 🚫 Literature began to be viewed as elitist and was gradually excluded from foreign language curricula, shifting the focus to utilitarian language teaching.
• 🌟 Starting in the 1970s, communicative language teaching revived the importance of literature, emphasizing the use of authentic materials in language learning.
• 📖 Literature is now recognized as a valuable source of authentic texts, aiding vocabulary acquisition and reading skills development.
• 💡 Clear distinctions have emerged between studying literature as an object of study and using literature as a tool for language learning.
• 🔄 Recent areas of interest include the reader's response to literary texts and integrative teaching approaches that combine various media.
• 🌍 Literature contributes to intercultural awareness, highlighting its role in fostering understanding among different cultures.
• 👩‍🏫 Future lessons will delve deeper into the distinction between studying literature and utilizing it in language teaching, along with exploring various teaching frameworks.

Q & A

What was the primary method of language teaching in the early 20th century?

The primary method was grammar translation, which focused on reading and translating canonical literary texts.

What was the main aim of the grammar-translation method?

The main aim was to develop students' abilities to read and translate literary texts in the target language.

Why did the grammar-translation method fall out of favor?

It fell out of favor because it became evident that students could not communicate effectively in the target language.

How did literature's role change in language teaching between the 1940s and 1960s?

Literature began to be considered too distant from the communicative needs of everyday life, leading to its exclusion from foreign language curricula.

What shift occurred in language teaching starting from the 1970s?

A shift towards communicative language teaching occurred, which emphasized the use of authentic materials, including literature.

What are some benefits of using literature in language learning identified in the 1970s and 1980s?

Literature was recognized for its potential in vocabulary acquisition, reading skills development, and fostering critical thinking.

What distinctions have been made in the study and use of literature in language teaching?

Clear distinctions have emerged between studying literature as an object and using it as a tool for language learning.

What topics related to literature in language teaching are gaining research interest?

Topics gaining interest include the role of reader response, integrative teaching approaches, multimodal texts, and literature's contribution to intercultural awareness.

What will the next lesson focus on?

The next lesson will explore the distinction between the study of literature and its use in language teaching, along with categorizing different teaching approaches.

Why was literature initially considered an elitist pursuit in language teaching?

Literature was viewed as too far removed from practical communication needs, making it seem like an elitist pursuit in the context of language learning.