6. ignatius joseph n estroga
“Anything that is printed, as long as
it is related to the ideas and feelings
of people, whether it is true, or just a
product of one’s imagination”
(Merriam-Webster’s
Dictionary and Thesaurus)
7. ignatius joseph n estroga
It is a body of work, either written,
oral, or visual, containing
imaginative language that realistically
portrays thought, emotions, and
experiences of the human condition.
DEFINITION OF LITERATURE
8. ignatius joseph n estroga
It is a product of particular culture that
concretizes man’s array of values,
emotions, actions and ideas.
It is therefore a creation of human
experiences that tells about people
and their world.
DEFINITION OF LITERATURE
10. According to Duff & Maley, 1990, we
teach literature because of.. .
1. Linguistic
2. Methodological
3. Motivation
11. WHY TEACH LITERATURE?
(Duff & Maley, 1990)
LINGUISTIC
In terms of language
acquisition and
learning, literary texts
offer samples of a
very wide range of
styles, registers, and
text types at many
levels of difficulty.
12. WHY TEACH LITERATURE?
(Duff & Maley, 1990)
METHODOLOGICAL
Since literary texts are
open to multiple
interpretations, readers
can have different
opinions and ideas
about a variety of topics.
This provides learners
an opportunity to
engage in genuine
interaction.
The learners can even
be taught to develop
critical thinking.
13. WHY TEACH LITERATURE?
(Duff & Maley, 1990)
MOTIVATIONAL
Literary texts are important
since they deal with matters
which concerned the writer
enough to make him/her write
about them.
In this, they are unlike many
other forms of language
teaching inputs, which
frequently trivialize
experience in the service of
pedagogy.
Literary texts touch on
themes to which learners can
bring a personal response
from their own experience.
14. Three Models of Carter &
Long, 1991
1. Cultural Model
2. Language Model
3. Personal Growth Model
15. WHY TEACH LITERATURE?
(Duff & Maley, 1990)
CULTURAL MODEL
Teaching literature within
a cultural model enables
students to understand
and appreciate cultures
and ideologies different
from their own in time and
space and to come to
perceive traditions of
thought, feeling, and
artistic form the heritage
the culture of such
cultures endows.
16. WHY TEACH LITERATURE?
(Duff & Maley, 1990)
LANGUAGE
MODEL
Literature puts students in
touch with some of the
more subtle and varied
creative uses of the
language.
Literature is made from
language and that the
more students can read in
and through language the
better able they will be to
come to terms with a
literary text as literature.
17. WHY TEACH LITERATURE?
(Duff & Maley, 1990)
PERSONAL
GROWTH MODEL
One of the main goals for teachers who
are primarily committed to a personal
growth model of literature teaching is to
try to help students to achieve an
engagement with the reading of literary
texts.
This engagement cannot really be
measured in terms of passing
examinations of literature; the test of
the teacher’s success in teaching
literature is the extent to which students
carry with them beyond the
classroom an enjoyment and love
for literature which is renewed as
they continue to engage with
literature throughout their lives.
26. VALUING
Students can indicate the
importance of literature
to their own lives or to
the world outside of the
text.
27. CREATION
Students can respond
creatively by making art
projects, composing a musical
medley, producing an MTV,
writing another stanza for a
poem or another chapter to a
novel, etc.
29. FIRST GOAL: Development and/or
extension of LITERARY COMPETENCE
Literary competence
is the ability to
internalize the
‘grammar’ of literature
which would permit a
reader to convert
linguistic sequences
into literary structures
and meaning (Jonathan
and Culler).
What is
Literary
competence?
30. FIRST GOAL: Development and/or extension
of LITERARY COMPETENCE
Anyone wholly unacquainted with literature and
unfamiliar with its conventions would be quite
confused if presented with a literary work.
He/she may be able to read the literary text, but
may not fully comprehend what the text may
signify or mean.
He/she must possess literary
competence not just reading
comprehension skills.
31. SECOND GOAL: Development and/or enhancement
of the imagination and creativity
Literature definitely develops and enhances the
imagination.
The different literary genres allow the readers to
enter different words – realistic, fantastic,
futuristic and even out of this world.
Literature hopefully will inspire them to
write their own poems, essays, fictions
or drama and encourage them to
respond creatively by taping their own
skills and talents in drawing, singing,
acting and the like.
32. THIRD GOAL: Development of student’s
character and emotional maturity
Through literature, the students can
discover and realize many universal
truths and insights about the
world and human nature.
They may learn from the
different literary texts and
knowledge, wisdom and
values that they will apply in
real life.
33. FOURTH GOAL: Development of
critical thinking
Literature is a very good means to
develop critical thinking.
Students may be challenged to interrogate
their own beliefs and practices and those
of others.
The study of literature will help
them interpret, analyze and
criticize things in their own life
and those around them.
34. FIFTH GOAL: Development of literary
appreciation and a refined reading a taste
The literary experience should provide students
a love for literature.
They will learn what is beautiful in a poem, what
like in a drama, what is good in a novel or short
story, or what is worthwhile in an essay.
Hopefully, they will read on
their own and become
readers of literature for
life.
