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
7. Bibliography
8. Appendix
Objectives & Core Topics
The primary aim of this paper is to demonstrate the advantages of integrating literature into the English as a Foreign Language (EFL) classroom. It explores how carefully selected texts can improve students' linguistic skills while fostering cultural awareness and personal development, using Philip K. Dick’s short story "The Exit Door Leads In" as a practical case study for didactic implementation.
- The didactic justification for teaching literature in the EFL classroom (cultural, language, and personal growth models).
- Methodological considerations for selecting and approaching literary texts.
- The specific potential of science fiction as an engaging genre for modern students.
- Practical teaching strategies, including pre-reading, while-reading, and post-reading activities.
- Techniques for analyzing short stories effectively in a secondary school setting.
Excerpt from the Book
1. Introduction
Nowadays, in the 21st century, young people have got a multitude of possibilities to spend their spare time. However, the influence of the so-called information age we live in becomes quite apparent in the way they spend it. Many things young people enjoy doing are connected to multimedia products or the media in general. Besides watching TV, going to the cinema, playing computer games, listening to music via mp3-players or sharing mobile ring tones, our today’s youth is particularly interested in using the Worldwide Web as a main source of fun and information.
On the contrary, books have become less popular even if they, too, provide information, which is generally more reliable than that to be found on the Internet, and, what is more, books broaden people’s minds and stimulate their fantasy. Especially when reading literary works, youths have to think up their own images of characters, settings and actions in contrast to just watching a film or playing a computer game. According to the 13th Shell Youth Study from 2000, only 35 % of the 14 - 29 year old people regularly read books in their spare time. Because of the vast amount of technological innovation and continuously growing entertainment possibilities, this figure might have even shrunk by and by. Thus, it is very important to keep young people interested in reading literature and motivate those to read who see the Internet and their TV set as the ultimate way of enjoying their time.
Summary of Chapters
1. Introduction: This chapter highlights the challenges of motivating modern youth to read books in an era dominated by multimedia and the Internet, establishing the importance of teaching literature in schools.
2. Why literature?: This section justifies the pedagogical value of literature using the cultural, language, and personal growth models.
3. Why science fiction literature?: This chapter explores how science fiction can engage students by addressing modern problems in a utopian disguise and connecting with their interest in technology.
4. Methodology for teaching literature in the English classroom: The author details criteria for selecting texts, various pedagogical approaches, and specific reading activities and techniques.
5. Concept for a teaching unit on the basis of Laxman Londhe’s “Einstein the Second”: This chapter provides a concrete application of the discussed theories, covering teacher preparations and specific class activities.
6. Conclusion: The author summarizes the findings, emphasizing the need to bridge the gap between theory and practice by focusing on personal enrichment rather than just structural analysis.
Keywords
EFL teaching, literature, science fiction, methodology, short stories, cultural model, language model, personal growth, reading activities, pre-reading, while-reading, post-reading, didactic, Philip K. Dick, classroom strategies.
Frequently Asked Questions
What is the main objective of this work?
The work aims to explain the necessity of teaching English literature in schools and to provide methodological strategies for teachers to make this process effective and enjoyable for students.
Which theoretical models are used to justify teaching literature?
The author relies on three models: the 'cultural model' (for cultural awareness), the 'language model' (for linguistic development), and the 'personal growth model' (for emotional and individual development).
Why is science fiction considered a suitable genre for the classroom?
Science fiction is seen as highly engaging because it addresses contemporary ethical and technological issues, resonates with youth interests, and facilitates discussions about "otherness" and social responsibility.
What specific methodology is proposed for teaching?
The author proposes a learner-centered approach, utilizing a mix of pre-reading, while-reading, and post-reading activities to ensure active student participation rather than traditional, teacher-led lectures.
What is the role of the short story in this context?
Short stories are valued for their manageable length, which allows students to master an authentic piece of literature quickly, thereby increasing motivation and providing time for diverse activities.
Which key elements characterize the work?
The work is characterized by a strong focus on didactic applicability, the integration of student-centered activities, and a bridge between theoretical literary study and practical classroom reality.
How does the author characterize the shift in teaching modern literature?
The author argues for a move away from rigid, systematic structural analysis toward an encouragement of personal engagement, where students learn to articulate their own opinions and attitudes.
What role does the specific text by Philip K. Dick play?
The story "The Exit Door Leads In" serves as a practical example to demonstrate how a science fiction narrative can be integrated into the 11th or 12th-grade curriculum to satisfy educational requirements.
- Citation du texte
- Julia Diedrich (Auteur), 2008, Theoretical approaches to teaching literature in the English classroom and its practical realisation, Munich, GRIN Verlag, https://www.grin.com/document/189301
