The purpose of this paper will be to present the advantages of reading literary works and the methodical possibilities of teaching them in class. However, within the scope of this essay, special emphasis should be laid on reading English literature. Literary works which are not written in the pupils’ mother tongue may hold a certain appeal to them. Moreover, they could make a considerable contribution to understanding, speaking and learning English as an EFL student. A more detailed argumentation why pupils could particularly benefit from reading literature in the English classroom and how this could be done from the didactic perspective of a teacher will be dealt with in the following. The short story “The Exit Door Leads In” by Philip K. Dick will therefore serve as an example of approaching literature in the EFL class. Since the story can be classified as a science fiction narrative, the SF aspect in English literature at school will also be a very important point to deal with.
However, before starting with the methodology of teaching English literature by means of Dick’s “The Exit Door Leads In”, some general questions have to be put and answered. At first, it must be clarified why it is of such a great importance to teach and read literature in the English classroom. And secondly, it has to be considered what the special features of reading and teaching SF literature in EFL classes are.
Table of Contents
- 1. Introduction
- 2. Why literature?
- 3. Why science fiction literature?
- 4. Methodology for teaching literature in the English classroom
- 4.1 Selection criteria for literary works
- 4.1.1 Short stories in the English classroom
- 4.2 Ways of approaching literature
- 4.3 Reading activities
- 4.3.1 Pre-reading activities
- 4.3.2 While-reading activities
- 4.3.3 Post-reading activities
- 4.4 Reading techniques
- 4.4.1 Loud and silent reading
- 4.4.2 Other ways of reading literature
- 5. Concept for a teaching unit on the basis of Laxman Londhe's "Einstein the Second"
- 5.1 The author
- 5.2 Summary of “Einstein the Second”
- 5.3 The science fiction aspect
- 5.4 Teacher preparations
- 5.5 Pre-reading activities
- 5.6 While-reading activities
- 5.7 Post-reading activities
- 6. Conclusion
Objectives and Key Themes
The objective of this paper is to present the advantages of reading literary works and the methodical possibilities of teaching them in an English classroom, focusing on English literature and specifically on science fiction. The paper aims to demonstrate how reading literature can enhance cultural understanding, improve language acquisition, and foster personal growth in students.
- The benefits of teaching literature in the English as a Foreign Language (EFL) classroom.
- The value of using science fiction literature in EFL teaching.
- Effective methodologies for teaching literature, including pre-, while-, and post-reading activities.
- Practical application of teaching methods using a specific science fiction short story.
- The cultural, linguistic, and personal growth aspects of literature in language learning.
Chapter Summaries
1. Introduction: This introductory chapter establishes the context of the paper by highlighting the shift in young people's leisure activities towards digital media and the consequent decline in book readership. It emphasizes the crucial role of literature education in countering this trend, especially in English as a Foreign Language (EFL) classrooms. The chapter introduces the use of Philip K. Dick's "The Exit Door Leads In" as a case study to explore methodologies for teaching science fiction literature. It sets the stage for subsequent discussions on the benefits of incorporating literature, and specifically science fiction, into language learning.
2. Why literature?: This chapter explores the reasons behind the importance of teaching literature in the English classroom. It presents three main arguments: the cultural model (literature as a window into cultural ideas and attitudes), the language model (literature as a tool for enhancing language skills), and the personal growth model (literature as a source of enjoyment and personal development). Each model is supported by various scholarly references and explains how literature enhances cultural understanding, vocabulary, grammar, and reading comprehension. The chapter suggests the nuanced approach to teaching literature should aim to engage students and improve language proficiency without resorting to mechanical analysis.
3. Why science fiction literature?: While this section's content is not explicitly provided in the excerpt, one can infer that this chapter would likely explore the unique pedagogical advantages of using science fiction to engage students, specifically addressing its potential to spark interest in the subject matter and facilitate discussions about relevant social and technological themes.
4. Methodology for teaching literature in the English classroom: This chapter delves into practical methodologies for teaching literature. It covers selection criteria for literary works, focusing on the suitability of short stories for the EFL classroom. Various ways of approaching literature are discussed, including pre-reading, while-reading, and post-reading activities, alongside specific reading techniques like loud and silent reading to enhance comprehension and engagement. This comprehensive chapter provides a toolkit for educators to make literature engaging and effective in language learning environments. It lays the groundwork for the teaching unit example in the subsequent chapter.
5. Concept for a teaching unit on the basis of Laxman Londhe's "Einstein the Second": This chapter presents a detailed lesson plan based on Laxman Londhe's "Einstein the Second," illustrating the practical application of the methodologies discussed earlier. It includes sections on the author, a summary of the story, its science fiction aspects, teacher preparation, and specific pre-, while-, and post-reading activities designed to maximize student engagement and learning. This section offers a concrete example of how the theoretical frameworks are translated into classroom practice, showcasing a complete unit built around a particular piece of science fiction.
Keywords
Science fiction literature, EFL teaching methodology, literature in language learning, cultural understanding, language acquisition, personal growth, short stories, reading activities, pre-reading, while-reading, post-reading, teaching unit, Philip K. Dick, Laxman Londhe.
Frequently Asked Questions: A Comprehensive Guide to Teaching Literature in the EFL Classroom
What is the main focus of this text?
This text focuses on the benefits and effective methodologies of teaching literature, specifically science fiction, in English as a Foreign Language (EFL) classrooms. It explores how literature enhances cultural understanding, improves language acquisition, and fosters personal growth in students. The text provides a practical framework, including a detailed lesson plan, for educators to implement these methodologies.
Why is literature important in EFL teaching?
The text argues for the importance of literature in EFL teaching through three models: the cultural model (literature provides insights into cultural ideas and attitudes), the language model (literature improves language skills), and the personal growth model (literature offers enjoyment and personal development). It emphasizes that effective teaching should engage students and improve language proficiency without overly technical analysis.
Why is science fiction particularly suitable for EFL classrooms?
While not explicitly detailed, the text implies that science fiction's engaging nature and exploration of relevant social and technological themes make it particularly suitable for sparking student interest and facilitating discussions in the EFL classroom.
What methodologies are presented for teaching literature in the EFL classroom?
The text outlines a comprehensive methodology encompassing selection criteria for literary works (with a focus on short stories), various approaches to literature, and a range of reading activities (pre-reading, while-reading, and post-reading). Different reading techniques, such as loud and silent reading, are also discussed to enhance comprehension and engagement.
What is the example teaching unit based on?
A detailed lesson plan is provided based on Laxman Londhe's short story, "Einstein the Second." This unit demonstrates the practical application of the previously discussed methodologies, including teacher preparation and specific pre-, while-, and post-reading activities.
What are the key themes addressed in the text?
Key themes include the benefits of teaching literature in EFL settings, the advantages of using science fiction, effective teaching methodologies (including pre-, while-, and post-reading activities), practical application of teaching methods using a specific science fiction short story, and the cultural, linguistic, and personal growth aspects of literature in language learning.
What specific works of literature are mentioned?
The text mentions Philip K. Dick's "The Exit Door Leads In" as a case study and Laxman Londhe's "Einstein the Second" as the basis for a detailed lesson plan example.
What are the key words associated with this text?
Key words include: Science fiction literature, EFL teaching methodology, literature in language learning, cultural understanding, language acquisition, personal growth, short stories, reading activities (pre-reading, while-reading, post-reading), teaching unit, Philip K. Dick, and Laxman Londhe.
What is the overall structure of the text?
The text is structured to provide a comprehensive overview of teaching literature in EFL classrooms. It begins with an introduction highlighting the importance of literature education, moves on to explore the benefits and methods of teaching literature, then provides a detailed example of a teaching unit based on a science fiction short story, and concludes with a summary.
Where can I find more information on teaching science fiction in the EFL classroom?
This text serves as a starting point; further research into the specific methodologies and resources mentioned (authors, short stories) will provide additional information. Scholarly articles and educational resources on EFL teaching methodologies and the use of literature in language acquisition can also offer further insights.
- Arbeit zitieren
- Julia Diedrich (Autor:in), 2008, Theoretical approaches to teaching literature in the English classroom and its practical realisation, München, GRIN Verlag, https://www.grin.com/document/189301
