Literature is one of the most important features of the English-as-Foreign-Language-classroom (EFL). It can be taught through different methods and genres. In the course of the seminar we got to know some of these methods which help to design interesting and creative lessons. Since there was the introduction of a certain standard of education in 2003, having the function of improving the culture of learning in secondary schools, it becomes obvious that literary texts are an essential part of the education plan. Education is not seen as retrievable knowledge anymore. It is looked at in its entirety.
Therefore, the school should teach pupils to be independent und to develop their own personality. Of course, this also means thinking over the old teaching methods and pay attention to interdisciplinary factors. This aspect is especially important as English - apart from German - can be considered the most important subject concerning the fields of creativity and communication. Additionally, the acquirement of a foreign language leads to intercultural competence, identity formation, change of perspective and tolerance. Thus, it is also particularly literature that pays attention to these goals.
In this term paper I will focus on the teaching of novels and their impact on language teaching. For this reason I will firstly answer the questions why literature is important in EFL-classrooms and examine which kind of texts are appropriate for teaching.
Afterwards, I will talk briefly about the reception of novels with the help of pre-, while and post-reading phases. Finally, all these theoretical aspects will be part of the last chapter, where the young adult novel “Gracey” by James Moloney will serve as an example. There will be a lesson outline to demonstrate how the previous points could be put into practice and to display which competences are most acquired and improved.
Table of Contents
1. Introduction
2. Literary Texts in the EFL-Classroom
2.1. Why is literature used in the EFL-classroom?
2.2. How to find appropriate literature?
3. Working with the Text
3.1. Pre-reading phase
3.2. While-reading phase
3.3. Post-reading phase
4. Text Sample: “Gracey” by James Moloney
4.1. Topic and style of the novel
4.2. Reasons for selecting this novel
4.3. Lesson outline
4.4. Explanations on the lesson outline
4.4.1. Introduction/Pre-reading phase
4.4.2. While-reading phase
4.4.3. Collecting results
4.4.4. Transfer
4.4.5. Didactic reserve/homework
5. Conclusion
Objectives and Core Topics
The primary objective of this paper is to examine the effective integration of novels in English-as-Foreign-Language (EFL) classrooms, focusing on how literary texts can foster communicative competence, critical thinking, and intercultural awareness among students.
- The role and significance of literature in the EFL curriculum.
- Methodological frameworks for teaching literature through pre-, while-, and post-reading phases.
- Criteria for selecting age-appropriate literature for secondary school learners.
- A practical case study using the novel "Gracey" by James Moloney to demonstrate classroom application.
- The development of specific learner competences, including verbal skills, identity formation, and reading strategies.
Excerpt from the Book
4.1. Topic and style of the novel
The novel “Gracey” by James Moloney deals with three main topics: complicated relationships, search for identity and racial issues. The topic of relationship contains the emotional tension between her and her brothers, especially after her mother’s death and the problems she has to face with regard to the aboriginal community she lives in. The further topic, identity, refers to Gracey’s inner conflict. On the one hand Gracey tries to behave and wants to be like the white people and eventually discovers that she has white ancestors. On the other hand she wants to fight for the Aborigines’ rights and starts to accept her culture and heritage. The last, most important topic is then racial issues, including the unemployment and former mass killings of Aborigines and the community’s reaction to it.
The style of the novel is also very interesting and offers a lot of possibilities for teachers, as there is not only one single narration. The majority of the novel is told in Gracey’s point of view or rather in the first person and past tense. In contrast, there is Dougy’s – Gracey’s little brother – part of narration, also told in the first person, but in present tense. Both narratives make the novel very authentic as both protagonists describe the events emotionally so that they appear as very genuine and as true characters to the reader.
Summary of Chapters
1. Introduction: This chapter outlines the importance of literature in modern EFL teaching and sets the goal of demonstrating how novels can support intercultural competence and independent learning.
2. Literary Texts in the EFL-Classroom: This section justifies the use of literature in classrooms as a source of meaningful language and discusses criteria for selecting appropriate materials, such as the "three C's" approach.
3. Working with the Text: This chapter introduces the tripartite methodological structure—pre-, while-, and post-reading phases—as a strategy to facilitate text reception and interpretation.
4. Text Sample: “Gracey” by James Moloney: This practical chapter analyzes the novel's themes and style, provides a detailed lesson outline, and explains the didactical implementation of the reading process for 8th-grade students.
5. Conclusion: The concluding chapter summarizes that the most significant benefit of teaching literature is the promotion of communicative competence through authentic discussions and personal expression.
Keywords
EFL-Classroom, Literature Teaching, Communicative Competence, Pre-reading phase, While-reading phase, Post-reading phase, James Moloney, Gracey, Identity, Racial issues, Secondary Education, Teaching Method, Intercultural Competence, Reading Comprehension, Lesson Planning.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on the pedagogical integration of novels into the EFL curriculum, specifically analyzing how literary texts serve to enhance student language skills, critical thinking, and cultural awareness.
What are the primary themes addressed in the work?
The core themes include the methodology of teaching literature through reading phases, selection criteria for appropriate texts, and the practical application of these theories using James Moloney's novel "Gracey".
What is the ultimate goal of the proposed teaching approach?
The goal is to move beyond passive learning by creating authentic classroom situations that encourage students to use the target language actively and express personal opinions.
Which teaching methodology is emphasized throughout the text?
The author emphasizes a structured approach consisting of pre-reading, while-reading, and post-reading phases to guide learners through the complex process of understanding and interpreting foreign-language texts.
What content is covered in the main body of the paper?
The main body covers theoretical justifications for using literature, the "three C's" selection method, and a detailed, step-by-step lesson outline for teaching the novel "Gracey" in an 8th-grade classroom.
How would you characterize the primary keywords of this study?
The keywords center on EFL didactics, literature, communicative competence, and the specific application of the "think-pair-share" and other interactive teaching methods.
Why was "Gracey" by James Moloney chosen for this study?
The novel was chosen because its themes—complicated relationships, search for identity, and racial issues—are highly relevant to 8th-grade students, allowing them to identify with the protagonists.
How does the author propose to handle potential linguistic difficulties for students?
The author suggests using "Easy Reader" editions which provide simplified vocabulary and footnotes, ensuring that language barriers do not hinder the students' engagement with the narrative.
What is the role of the "didactic reserve" mentioned in the lesson plan?
The didactic reserve serves as a flexible extension of the lesson, allowing students to start working on homework or deeper analytical tasks if there is extra time, ensuring continuous engagement.
- Arbeit zitieren
- Cristina dSF (Autor:in), 2011, Teaching Novels in the EFL-Classroom, München, GRIN Verlag, https://www.grin.com/document/270530
