THE LITERATURE BASED APPROACH REVISITED

‘Preparation for teaching literature has commonly focused on lecture demonstrations while not attending in any deliberate way to the conditions, needs and abilities of the learner trying to read those texts. The focus is on the text, not on the learner.”Here is the text, read it, learn about it, tell back what you have learned.” (Art Young and Toby Fulwiler 1995).

The goal of the Language Arts teacher is to get his students to read, to think about what they read and most importantly to enjoy the experience. A literature based approach in the classroom entails the use of  authors’ original literary pieces (poems, novels etc) to assist students in developing literary skills. According to Wells (1990) cited in Young and Fulwiler (1995). Children and young adults develop literary skills by having real literary experiences and getting support from more experienced individuals.

If used properly, a literature approach can support the integration of all language skills which are manifested in the activities presented. The first step in implementing a literature based approach in the classroom is selecting literature which is relevant, of high quality and interesting to the students. The literature must also be performance based.

After this has been achieved the teacher can get students to read as writers, by having them comment on the writers’ craft such as use of language. This can be done by placing students in groups and having them determine the literary elements in the literature piece. Students can also discuss how the text pertains to their lives in literature circles. Rosenblatt (1938) in Young and Fulwiler (1995) declares that ‘the meaning does not reside ready made in the text or in the reader but happens or comes into being during the transaction between reader and text.’

The teacher can also have the students write as readers by having them keep journals or diaries to reflect on their responses to the novel. Students can also write a piece of work on their own or turn a piece of writing into their own. Students can also have writers workshops. In small groups, students tend to develop a sense of community, which increases their awareness of audience and understanding of the social construction of knowledge (Janet Emig, Writing to Learn cited in Young and Fulwiler (1995).  She went on to add that learning to collaborate has helped students learn to compose, revise and edit more effectively by expanding their sense of audience from the teacher alone to other students in the class.

The literature based approach is very beneficial in the classroom as it enables students to take charge of their learning in an atmosphere conducive to learning. Students gain knowledge and have fun at the same time.

References

Young,A., & Fulwiler, T. (Eds).  (1995). When Writing Teachers Teach Literature. Portsmouth, NH: Boynton/Cook Publishers Inc.

What is literature based instruction? Retrieved from http://www.eduplace.com/rdg/res/literacy/lit_ins0.html (10th April 2011)