Literature and Discourse: The Use of Literary Texts in Language Class to Teach Fluency

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Literature and Discourse: The Use of Literary Texts in Language Class to Teach Fluency

Controversy abounds on the use of literary texts in teaching language fluency, particularly the English language despite the fact that the practice has a long history (Bobkina & Dominguez, 2014). Literary text refers to any kinds of material that is written and hence can be read, and has some important function such as entertaining or informing, such as a poem, a novel, written drama, just to mention (Rodrigues, 2014). From about two centuries ago, English literature is particular has been employed in improving, enhancing, and even teaching individuals various language skills such a communicative language (Rodrigues, 2014). Proponents of the employment of literature texts in teaching language fluency (reading, writing, and speaking) argue that quite apart from the fact that various genres of literature such as poetry, drama, novels, music, prose, and other fictional and non-fictional works can be used by a reader for enjoyment purposes such as comedy drama, these very texts can still be very useful in teaching language fluency and skills of the language they are written in (Greenfader & Brouillette, 2013). Important to note is also the fact that that literature is a tool that serves many purposes including entertaining, educating, and passing important information to readers. It is therefore to be appreciated and enjoyed by the reader to experience the true meaning of literary works (Tehan, Yuksel & Inan, 2015.) In fact English literature at some point was, by default, found to be appropriate methodology for enabling the men who were to be trained for various state responsibilities in Britain to acquire language skills (Driscoll, 2013). This was done through exposing them to various classical works of literary texts (Bobkina & Dominguez, 2014). Those against the use of literature in improving language skills of individuals have raised concerns in the use of literature, especially classical ones, in enhancing communicative skills or language (Bobkina & Dominguez, 2014). For example, the use of Shakespeare works of literature may prove challenging to in teaching language for conversation or even written one since its archaic hence challenging, even unsuitable in teaching Standard English language (Chen, 2014).  The aim of this paper however, is not just to emphasize the importance of various genres of literature in the classroom to teach language fluency, but to especially discuss the how literary texts of drama and novels can be used to teach and improve the language fluency, both written and spoken, especially of students taking English as either a second language of a foreign language. It argues that literary texts can be explored in classrooms with the intention of improving the learners’ language abilities. This paper also draws questionnaires related to the use of drama and novels for various uses such as for motivation, and discusses how literature may be used in a language class. The paper shall also provide my own views on how literature can be effectively used in the English classroom to improve learners spoken and written language.

The Case for the Use of Texts in Teaching Language

The role that literature, particularly literary texts, can play in improving a learners’ target language continue to draw conflicting views and positions in the literature discourse (Tehan et al, 2015).  According to Donato & Brooks (2004) Edmondson (1997), Scott & Tucker (2002) Yuksel, (2007) cited in Tehan et al, (2015), two key opposing positions have emerged in the discussion regarding the relevance and using literature to improve learners’ language, especially those learning the language as their second language or as a foreign language: the essentialist and the non-essentialist positions (Tehan et al, 2015). The essentialist position is held by those scholars who share the view that literature and literary texts can be used effectively to promote development of language proficiency of learners in a classroom where the language is a foreign or a second language (Chen, 2014). In addition to language proficiency, literary text, as argued by essentialists, important in improving their motivation in appreciating the language among other benefits (Babaee & Yahya, 2014). Babaee & Yahya (2014) further makes a case for the use of literary texts such as short stories, novels, poetry and drama to increase learners’ proficiency in a certain targeted language. It is argued that as students read the texts in class, they develop fluency in the targeted language through creating language awareness, instead of just focusing on the grammar part of a language and its technicalities, as has conventionally been the case (Nair, Setia, Ghazali, Sabapathy, Mohamad, Ali,  Muniandy,  Theethappan,  Hassan, & Hassan,  2012). Tasneen, (2010) also highlights the benefits of using literature and literary texts in a language class and states the resourcefulness of literary texts as important tools in such a class for enabling students speck better, write better, and develop a general appreciation not just of the language, but also a critical eye and an understanding of cultural aspects present in a given text (Rai, 2012). Written texts are thus essential in teaching language in a classroom because as the students read the texts, they get have a deeper insight into the language hence expanding their vocabulary, sharpening their speech, stimulating creative writing in the language, and even go as far as promoting cultural tolerance (Ruth, 2004). Literary texts, based on these arguments and many more, imply that literary texts are very significant and can and should effectively be used to when teaching language students so as to develop fluency and overall competency in the target language (Rai, 2012).

Using Novels in classrooms for language fluency

The literary world is composed of various genres such as novels, drama, poetry, short stories among other which have a great role and can be used in a language class to improve the language skills of learners such as fluency in speaking, writing, and reading and other language basics such as listening skills and comprehension (Shalbag, 2012). One of the most important literary text that can be used in classrooms to teach language fluency are novels (Shalbag, 2012). Both scholars supporting the use of literary texts such as novels and teachers alike have realized the significant role that novels can play in the study of language and developing language competency and it is this realization that has perhaps reduced the distance that used to be there between language and literature (Driscoll, 2013). The reduced distance between language and literature have especially encouraged most teachers to use literary texts such as novels to enhance the language efficiency of their students (Driscoll, 2013). Reading novels in class enables a student to become familiar with various aspects of the target language such as vocabulary and spelling, hence enriching the readers’ language substantially (Driscoll, 2013).  Scholars have found the significance of using narrative texts such those in novels to be especially invaluable to the learner of the language in developing comprehension skills as well as writing, reading, listening, and even deductive skills (Shalbag,  2012).  Pardede (2011) also supports the idea of the suitability of novels in a language class because it equips the leaner with different language skills and since native language is employed, learners also get to know the general conventions of language and communication hence also developing social.

The Benefits of Using Novels

The extensive narrative texts in novels exposes learners to a wide range of target language contexts and they are preferred in language class because they have the ability to arouse interest in the readers and motivate further reading since they can have exciting turn of events that captures students imagination (Shalbag,  2012). Novels enable students develop independence in reading and since a lot of time would be spent reading the texts in the novels, the students would have even more time to be exposed to language aesthetics and moral aspects present within a given text (Shalbag,  2012). According to Rai (2012), novels are not just effective linguistics tools for sharpening student’s skills in target language, but also one with myriads of benefits. Novels, Rai (2012) argues, have characters set in real life situations of the culture of the target language, and hence students can easily be enlightened about the conventions of daily speech the culture of the target language. Novels therefore have the benefits of advancing students’ knowledge on the cultures of the target language, motivate students cultivate a reading culture which is good for mastery of language and exposure to various life settings, arouse students creativity as well as develop critical thinking as they try not just to rea the novels, but also unravel hidden meanings (Rai, 2012).

How Novels Enhance Learners’ Language Fluency

While novels have countless benefits to the readers, they are particularly vital in the development of a students’ language skills which go a long way to positively impact on language fluency. Selected appropriately, novels can be used to teach language proficiency and fluency by improving four key aspects of language fluency which include reading, writing, speaking, and listening (Pardede, 2011).

Reading

One of the proficiencies that novels bestows upon students is not just improving their vocabulary in the targeted language, but importantly improving their reading abilities in the language (Ruth, 2004). According to (Pardede, 2011), students who read literary texts, have enhanced reading achievement and better vocabulary in the target language compared to students who read texts lacking in literal value. Novels such as Oliver Twist, A long walk Home, Grapes of Wrath, just to mention, can be effective in developing the learners reading competency. Reading a literary texts in novels implies that the students to interact with the characters and events in the texts and thus correctly interpret what they are reading (Pardede, 2011).

Writing

Novels also contribute to students’ language fluency through enabling them develop ability to write flawlessly in the targeted language (Ruth, 2004). Novels motivates students to try and make their writing as flawless and as similar as the original literary text in terms of language style, organized contents and thoughts, and good presentation and organization of the students’ written work (Shalbag, 2012). Teachers can enhance this skills through various activities such as asking the students to write dialogues emanating from situations in the novel, or for advanced students, writing reviews, paragraph summaries, or essays from a topic on the novel (Shalbag, R. 2012).

Speaking and Listening

Other important language skills that student can acquire from reading novels is that is enables them develop both speaking and listening competencies (Shalbag, R. 2012). As students discuss a novels in class, or orally read the novel during discussion, they gradually become effective in both their oral presentations and listening skills. Through dramatizing the novel or role playing for instance, student become fluent in speaking the language as a result of role playing in the language of the novel. They become better listeners as they listen to the oral presentations of the novel (Tasneen, 2010).

Using Drama/Plays in teaching language fluency

Drama is yet another literary genre that is invaluable in fostering language fluency among students in a language class. Drama can be one of the most effective ways of stimulating the learners’ interest in the target language, especially is the students are non-natives of the language (Mcmaster, 1998). In the literary world, dramas are effective in not just developing, but also accelerating acquisition of oral skills and comprehension among students since they more motivating, more engaging, and more exciting for students in the language class (Rieg & Paquette, 2009). In a classroom situation, drama can assume a number of forms including role playing, where students assume different characters in a play and portray a specific role, dramatization, and even improvisation by acting out some real life situations (Rieg & Paquette, 2009). The resourcefulness of drams in teaching fluency in a language class lies in its ability in enabling students to familiarize themselves with several grammatical structures of the target language, and in the different contexts too (Rai, 2012). In addition, drama enables language students to learn how to use the target language to express themselves, pass information to others clearly, and use language to control situations (Rai, 2012). According to Al-Mahrooqi &Tabakow (2013), drama contains enriched language, provides knowledge to learners on language application, and even raise awareness among students on the culture of the target language. It further facilitates comprehension of the learners in the language, and makes it possible to know certain life experiences of the target language (Al-Mahrooqi &Tabakow 2013). Greenfader & Brouillette (2013) also asserts the value of drama to teach language fluency because it is an excellent way of making students learn the practical aspects of the target language, hence enhancing the communication or speaking skills of the students in authentic situations. Drama also provides a chance to teaches in language classes to apply exciting ways of in which students can use the targeted language hence making the experience more exciting, and the lessons more memorable since drama is engaging and visual  (Greenfader & Brouillette, 2013). Drama is also has positive influence on leaners’ mastery of vocabulary, and through activities such as role playing and dramatization, leaners in language class get the chance to learn how to express themselves in the target language hence developing speaking fluency, confidence and other oral presentation skills (Greenfader & Brouillette, 2013).    

Effectiveness of Dramas in Teaching Language Fluency

As explained by Mcmaster (1998), using drama in teaching language students become develop fluency in spoken and written language is effective because drama, as a language teaching tool is able to capture the interest of the learners by actively involving learners in the learning processes. It is a vehicle the language instructors can actually use to make the learner acquires kills every aspects of the target language because it encourages affective reading, builds vocabulary and discourse knowledge, as well as teach on effective communication in various contexts (Mcmaster, 1998). Dramas teach language fluency through making learners essentially think out loud, and by so doing, promoting development of oral skills or better still, fluency in speaking the targeted language. Through various activities in drama such as dramatization, and role playing, students are allowed to verbalize their thoughts and in the process learn how to fluently communicate them through speech (Mcmaster, 1998). Through acting various roles in drama sessions, learners get a chance to practice oral presentations and eventually improve on their fluency in speaking the targeted language (Greenfader & Brouillette, 2013). Listening, which is also one attribute of fluency is develop in drama on two levels, thus equipping the student with the basic listening skills as well as evaluative listening skills which enables students to understand and interpret information cues they get (Greenfader & Brouillette, 2013). It is also argued that as drama develops the learner’s oral or spoken language (speaking fluency), so is the learner’s written language and by extension, reading abilities (Greenfader & Brouillette, 2013). This happens when literate language is used for dramatization for instance, and then learners get to familiarize themselves with certain word definitions, clarification of ambiguous words and get to learn how to pronounce words correctly, and these activities can be of great use when students are trying to master the written language (Mcmaster, 1998). Writing fluency is also reinforced by drama when students engage in orally creating drama scenes, which is then converted into writing of drama script (Mcmaster, 1998).

Rieg & Paquette (2009) argue that while there are many techniques to teach fluency in a language, drama seem to be more effective it supports a wide range of literacy development, motivates learners through actively engaging them in the target language learning process, and provide an avenue for daily practice of the language. Various drama activities also ensures that hesitant students are interactively involved in class sessions and by having appropriate scenes, it encourages speech fluency in various contents (Rieg & Paquette, 2009).

How Literature may be used in the Language Classroom

To find out how literature may be used in a language classroom, a questionnaire was administered to four participants to find out their views on how literature could be used in a language classroom. The following is a summary of the views obtained from the participants on various ways in which literature could be used in a language class:

For Entertainment and Fun

Participants reported that literature was fun to learn and to some, it was a good source of enjoyment and entertainment especially on genres such as drama, short stories, and novels.  Participants reported that they found literature in language class entertaining, especially when it came to reading pieces or texts in class that were either comic, amusing/interesting, or stories that had exciting plots full of suspense. Exciting themes included those of love and even war and adventure. Apparently, this made language classes fun and exciting.

From my point of view, I would suggested that literature be encouraged even more in language classrooms since they make the class more exciting and lively, especially comic plays and tragedies which are captivating and interesting when reading and discussing them in class. This is essential since it can encourage more language students to welcome literature in the language class and in so doing develop their literary skills while mastering the target language. Greenfader & Brouillette (2013) concurs with the notions taking advantage of literature in making a language class exciting and entertaining to leaners to motivate learning.

Language Practice

Participants viewed literature to have contributed immensely to their language practice, and in turn, development of fluency in the target language. In language class, participants identified short stories, novels, poetry, and plays as important avenues through which they practiced reading, speaking, writing, learning new vocabularies, and developing these skills. For example, short stories were identified as providing a chance for reading out loud in class hence developing confidence and skills in reading. Additionally, tasks given in class such as summarizing, discussing vocabularies, and roles playing for the case of plays were viewed as providing practices in all aspects of language fluency: reading, writing, listening and speaking.

My own suggestion is that literature can be used in language class for language practice, particularly for those who study the language as a second or foreign language. I believe that when taken as a practicing tool, literature in language class will enhance the learning process of students. Additionally, the use of literature in a language class motivates students since they feel involved in the learning process, especially for genres such as drama and poetry that involve acting out and reciting respectively, yet these builds on a leaner’s oral skills.  The more students are expose to language practice, the more they master the language (Chen, 2014).

Language and cultural Awareness

Participants identified that literature in class rooms may also be used not just for language awareness but also make students culturally diverse by exposing the native culture of the target language. The extensive texts in literature, were identified by the participants as useful in making them become more aware of various aspects of spoken and written language, as well as various forms of the target language. For example, participants stated that genres of literature such as poetry made them become aware of rhythmic patterns of the targeted language, as well as speaking patterns during oral presentations. Furthers, they expressed the view that when literature is involved in a language class, it enabled developing sensitivity to the target language, enables learners to refine their spoken language in terms of accuracy and fluency, and even become more creative in the use of the target language. Additionally, participants mentioned that apart from literature helping in mastering language components such as grammar and vocabulary, literature in language class helps studying the language as foreign or second language to be able to use the target language to express their emotions, and allow for deductive reasoning, evaluate, and become more imaginative. Literature can also be used for cultural awareness since the participants stated that they had become more culturally informed on the cultures of the target language. Through literature, participants indicated that one can develop correct attitude and knowledge towards the culture in question. As students read and analyze various literary texts such as novels, leaners would need an understanding of the cultural background of the story text they are analyzing and in so doing, get exposed to various cultures and cultural activities of the group of communities of the target language.

Concerning language and cultural awareness, I am also of the view that literary texts such as novels, poems, dramas and short stories can indeed be used in language class to create this awareness, and teachers need to find an effective way to ensure that learners interest is captured, and when teaching about cultures of the people in the text, care need to be taken to avoid cultural biases and create stereotypes. Also, to arouse the interest of the learners, there would be need to put much though on the texts chosen for language students.  Polio (2014), recommends that teachers need to identify the interests of the learners, the impacts of the texts, and the relevance of the texts on the lives of the learners. In so doing, learners would be motivated and engaged in the chosen text since it of certain relevance in their lives. Literature can therefore be used to make students richer in terms of both culture and competency in the target language.

Furthers still, my suggestion would be that literature be used in language class because of authenticity of its materials. In his regard, it means that literature can be used to expose language students not just the target language and culture, but also to the original works of the natives of the language they are studying (Polio, 2014). Using authentic materials in language class enables learners to feel excited about interacting with the real culture and language present in the text, and thus having a positive influence on the learner such as motivation to pursue further knowledge on the language and culture in question.

Criticism of the use of Literature in Language Class

While various genres of literature have great value in increasing the overall language competency of language students, there are scholars who hold a non-essentialist position which is of the view that using literature and literary texts as a tool for teaching students a particular language is a misplace conception (Tehan et al, 2015). This position challenges the use and ability of literary texts in developing language competency of students since most if not all literary texts are complex and may thus be linguistically challenging for a student students taking the language a foreign or second language (Rai, 2012). Further still it is argued by critics that for foreign students, the literary language may have additional burden where the students would be required to go an extra mile to also know about some cultural aspects of the targeted language (Tehan et al, 2015). The fact that literary texts may have a complex structure and employ language in unique ways which may not necessarily follow the standard language rules poses difficulty in enabling the students learn proper standard language, hence it incapable of developing the learners’ fluency (Rai, 2012). Rodrigues (2014) also reiterates the inappropriateness and irrelevance of literary texts, such as Shakespeare in enabling students master a language and develop appropriate competency and fluency, both spoken and written. (Rodrigues, 2014) argues that some texts could contain archaic language that while rich in improving the creativity and other artistic aspects if literature, have no place in language class, and much less in making students fluent in the target language due to the unsuitability of the texts structure (Rodrigues, 2014). Additionally, the current age of globalization diminishes the relevance of using literature and literary texts in teaching language mastery since globalization and internationalization of major world aspects such as trade requires students to develop language fluency and competency in specific areas of language thus necessitating teaching students specialized languages suitable for a specific purpose and relevant to functioning and communicating in the current globalized world (Rodrigues, 2014). This is challenging to achieve when literature is used in classrooms to teach students a targeted language since much of the text that pervades the literary world are classical in nature, and the cultural specificity of the language in context poses additional challenge for the learner to grasp certain language concepts (Tehan et al, 2015).

In conclusions however, literatures is crucial in language class and its increasingly becoming more popular among instructors in classrooms to use literary texts in improving the literacy and developing speaking and writing. Reading fluency, as well as listening kills of the learners, especially those taking the language as a second or foreign language. Literary texts, as opposed to conventional texts have an upper hand in language class because of their effectiveness in developing all round language competency of learners from the various genres. Furthers more, as discussed above, there are many advantages for using literary texts in a language class, the leading being that the extensiveness of literal texts teaches wide aspects of the target language and exposing students to appropriate and original materials thus enhancing mastery of language and culture, at the same time motivating students due to the engaging nature of some genres of literature.