INTEGRATING LITERATURE IN THE CURRICULUM
The ultimate aim of the Language Arts teacher is to get his students to become lifelong readers. By integrating literature in the curriculum, it is hoped that students will gain an understanding of and an appreciation for literature.
One of the ways in which this can be done is by using specific genres in the teaching of literature. Restrepol (1988) declares that books should not be considered in isolation, but as part of a larger section of literature, and that students should be exposed to one genre of literature at a time.
Literature in the form of drama can also be integrated in the curriculum, as drama opens students to discover what it means to be human. (Karabas and Leinwein 1985). They also postulate that drama activates students’ imagination , insight and self knowledge.
Another way of integrating literature in the curriculum is by using a thematic approach; this includes short stories, poems and non fiction of different genres of young adult literature. Why use young adult literature? Hipple (1981) cited in an article by Marshall George declared that ‘ literature for young adults is fine literature , about themes that are universal, with quality that is stunning. Such literature merits- and rewards-attention.’
The thematic approach to literature enables students to see the ‘big picture’ or idea of a topic they work on. Thus, when using this approach, students learn not only about literature, but from literature. The teacher may have students use the literary works in literature circles, book clubs or jigsaw.
In all of this integration of literature in the curriculum, can grammar be considered an asset in the teaching of literature? In his article Language Matters: Grammar as a Tool in the teaching of Literature, Paul Doniger worries at the question whether grammar can be considered an invaluable tool in the teaching of reading, discussion of literature or to develop critical thinking skills. There is no conclusive evidence as minimal research has been done on the impact of grammar instruction on the study of literature.
However, Richard Ohmannn’s article cited in Language Matters declared that ‘each writer tends to exploit deep linguistic resources in characteristic ways- that his style, in other words, rests on syntactic options within sentences.’ An understanding of grammar is therefore needed if the students are to correctly interpret literary works. Paul Doniger also maintained that as teachers, we can use analysis of grammatical points to deflect students’ complaints about difficult literature
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References
Davis, S. & Johns, J. (1990). Integrating Literature in Middle School Reading Clasrooms. Eric Digest . Eric Clearinghouse on Reading and Communications Skills. Bloomington IN
Doniger, P. (2003). Language Matters: Grammar as a Tool in the Teaching of Literature. English Journal. 92, (3)
George, M. (2001). What’s the Big Idea? Intregrating Young Adult Literature in the Middle School. English Journal.