ECT 312 METHODS OF TEACHING LITERATURE NOTES

English General Objectives At the end of the course the learner should be able to:

1. Listen attentively for comprehension and respond appropriately;

2. Use listening skills to infer and interpret meaning correctly from spoken discourse;

3. Llisten and process information from a variety of sources;

4. Speak accurately, fluently, confidently and appropriately in a variety of contexts;

5. Use non-verbal cues effectively in speaking;

6. Read fluently and efficiently;

7. Appreciate the importance of reading for a variety of purposes;

8. Develop a life-long interest in reading on a wide range of subjects;

9. Read and comprehend literary materials;

10. Read and analyse literary works from Kenya, East Africa, Africa and the rest of the world, and
relate to the experiences in these works;

11. Appreciate and respect own as well as other people's culture;

12. Make an efficient use of a range of sources of information including libraries, dictionaries,
encyclopedias and the internet;

13. Use correct spelling, punctuation and paragraphing;

14. Use a variety of sentence structures and vocabulary correctly;

15. Communicate appropriately in functional and creative writing;

16. Write neatly, legibly and effectively;

17. Use correct grammatical and idiomatic forms of English;

18. Think creatively and critically;

19. Appreciate the special way literary writers use language;

20. Appreciate the universal human values contained in literary works

INTEGRATED ENGLISH AND LITERATURE SYLLABUS

English General Objectives At the end of the course the learner should be able to:

1. Listen attentively for comprehension and respond appropriately;

2. use listening skills to infer and interpret meaning correctly from spoken discourse;

3. Listen and process information from a variety of sources;

4. speak accurately, fluently, confidently and appropriately in a variety of contexts;

5. Use non-verbal cues effectively in speaking;

6. Read fluently and efficiently;

7. Appreciate the importance of reading for a variety of purposes;

8. Develop a life-long interest in reading on a wide range of subjects;

[Link] and comprehend literary materials;

10. Read and analyse literary works from Kenya, East Africa, Africa and the rest of the world, and
relate to the experiences in these works;

11. Appreciate and respect own as well as other people's culture;

12. Make an efficient use of a range of sources of information including libraries, dictionaries,
encyclopedias and the internet;

13. Use correct spelling, punctuation and paragraphing;

14. Use a variety of sentence structures and vocabulary correctly;

15. Communicate appropriately in functional and creative writing;

16. Write neatly, legibly and effectively;

17. Use correct grammatical and idiomatic forms of English;

18. Think creatively and critically;

19. Appreciate the special way literary writers use language;

20. Appreciate the universal human values contained in literary works.

ECT 315: LITERATURE IN ENGLISH

Definition of literature:
 It is neither simple nor straight forward. Different authorities have proposed different definitions.
Literature is ordinary language upon which organized violence have been committed. This definition
is metaphorical for the following reasons; Terry Eagleton (1983).

1. Because literary expressions are loaded with meaning and this meaning has to be deciphered. In
the creative usage of language, the literary artist may say more than the surface value of the
expression could suggest.

2. The artist is the master of the ordinary everyday language. It is only after he has mastered it that he
can distort it in order to bring out as many suggestions of meaning as he can.

a) The new encyclopaedia of Britanica defines literature as: “Literature is mankind’s entire body of
writing”

b) The body of writing belonging to a given language or people.

c) Individual pieces of writing.

d) The organization of words in order to evaluate and transform experience and thereby criticize
social values.

e) Literature is a form of human expression. The new Cambridge Dictionary volume 6 defines
literature as; Written artistic works, especially those with a high and lasting artistic value:
classical/modern literature

3) For the purpose of this course, Literature can be defined as the deliberate and systematic
exploitation of the resources of language at multiple layers of symbolization to realize an aesthetic
and moral purpose. The above definition reveals the characteristics

1) Language words are the raw materials for literature. It is a language activity.

2) Literature is a human activity.

3) Literature is a communicative activity.

4) Literature is a creative activity. The pedagogic importance of the term activity relates to: - The
activity of the literary artist - The activity of the teacher - The activities of the learners learning the
activity of the literary artist. This implies that all teaching activities should be geared towards
initiating and sustaining learner interaction with the literary work and it is for this reason that the
literary text must be available.

SKILLS DEVELOPED BY LITERATURE

1. Reading

2. Comprehension

3. Analysis

4. Interpretation

5. Re-analysis

6. Re-interpretation
7. Holistic response

FUNCTIONS OF LITERATURE EDUCATION

1. Social Education Provides social Education through the reading, comprehension and
interpretation of literary texts. The learner comes to understand and appreciate the social
organisation and behaviour of the society depicted in the text. If the social psychology of the
depicted society differs from the learner’s own socity, there is always an attempt to compare and
rationalise the difference. In so doing, the learner comes to understand society better and will easily
avoid the fallacy of generalisation. The reading, interpretation and analysis of literary texts is a group
activity and in its own right a social activity. The reader will compare their own responses and in so
doing will understand the basis of the responses from other members of the group. The agreed
response is a social response in the sense that it is a group response. Through collective reading,
learners develop the ability to respect other people’s views and this is a social skill.

2. Provides Pleasure The act of reading, comprehending, analysing and interpreting literary texts is a
pleasurable effort. Literary artists use language in a creative way in order to bring out humour,
rhyme, acoustic features and other styles; which are pleasurable. Some genres are specifically for
entertainment e.g. drama, oral poetry, song and dance.

3. Cogntive Education When learners are exposed to a wide variety of texts; they eventually develop
analytic and interpretative skills. The skills are cognitive in nature. Learners have to go through the
process of deciphering the specific and general meaning of texts and thereby develop the ability to
think analytically, critically and logically.

4. Language Education Learners encounter new words and meanings in the process of reading texts.
They also encounter metaphors, idiophones, unfamiliar syntactic structures and punctuation used in
various contexts.

5. Ethical Education Texts depict humanity in a set of conflicts and thereby portrays the inner
strengths and weaknesses of the characters depicted. Internal struggles depicted will show how
characters try to fight their internal dispositions and conform to social norms. In case of conflict
between two or more groups of individuals, it is clearly a conflict of conformity to known moral
codes.

6. Emotional Education Reading of texts affects the learners’ affective domain. It influences and
directs learners’ feelings and attitudes in the desired direction. Readers learn other’s feelings and
responses in varied literary situations hence developing greater attitudes and feelings such as
patience, tolerance etc.

Integration means two autonomous discipline but are related

1. Subject level integration.

2. Skill integration of the language skills that is to say listening, speaking, reading and
writing skills should complement each other.
3. Integration of resources and materials (English can be taught using literature and vice
versa. Riddles, poetry are examples of using literature to develop language skills.
 4. Integration of methods of teachin, the methods used to teach English can be used to
teach literature for example dramatization, observation.
5. At the level of efforts by teaching English you develop to skill at the same time. You
can kill the same bird with one stone functional writing creative writing.
Benefits of integration

1. Through exposure to literature the learner will improve their language.

2. Literature provides genuine and expressive samples of language in context.
3. Familiarly with different linguistics uses forms and convections of the written mode.
4. Literary works also help to develop the learner critical thinking.
5. Language is not learned in a vacuum. It revolves around issues and concerns that
affect is daily basis for example civic education, good governance, is a
communicating societal issues.
6. Literature is about life, value, conflicts, human nature and it’s a good avenue.
7. They will improve knowledge of a variety of ways.

Challenges of teaching literature as an integrated component

1. Kenya is a multilingual and multi ethnic hence it interferes with sentence structure.
2. Time allocated for integration of English and literature favours English and is also limited yet
a lot is to be covered.
3. Teachers don’t really develop literate skills, they focus on exam.
4. Lack of adequate literature materials.
5. Difference in cultural practices and religious beliefs.
6. Poor attitude of students towards teachers and lack of motivation.
7. Poor teacher training on level of integration

Levels of integration

i) Resource level
It involves using a combination of different learning resources such as graphics, text,
computer based multimedia materials especially those incorporating audio and videos to
teach language and literary skills.
Literary texts are used to teach language skills and grammar which include paragraphing
punctuation and spacing and literary skills.
Literary texts are used to teach vocabulary, sentence structure idioms and similes.
Language text can teach literary skills eg. Themes, plot , summary, register, styles,
reading ,vocabulary.

ii) Methodological level

It involves teaching literary skills and language skills.
It carries communicative language teaching and task based teaching of group work can be
used to teach literary skills.

iii) Efforts level

You can get support from teachers teaching other subjects to English and literature
SELECTION OF LITERARY MATERIALS

In selecting literary materials is to study the syllabus. All the syllabus skills for example
listening and speaking.

You need to develop the skills in a graduated manner for example from simple to complex

Develop resources that will accompy the skills. Select materials and competencies that are
specific to literature.

1. Select materials that are reality available

2. Check if the book / text you are selecting is affordably
3. Check the book you are selecting were not banned in Kenya.
4. Check the societies moral code for example KICD approves books.
5. Consider the class level. Intellectual capabilities are very important nature of learners
is very important for examples metaphors can be complex to young children but can
be taught.

The role of a teacher in selecting and use of literary materials.

i. Gathering of teaching texts and materials.
ii. Guiding the learners where to find suitable materials.
iii. Organising by collecting materials and allow for systematic reading and
interpretation.
iv. Developing of skills and being informant of the learner in relation to texts and
tasks. Train learners to recognise different language patterns by exposing them
to a balanced selection of literary texts.
v. Develop the learners ability to read and interpret for themselves.
vi. The wholistic development of language skills

TEACHING LONGER TEXTS (SHORT STORIES, NOVEL, DRAMA)

Learners must have the text - The teacher must prepare by:

Reading the text for general comprehension i.e to get the gist of the text

Re-reading the text more analytically and analysing it for the following features:

 The storyline and plot

 The setting (historical, geographical, the characters and how they are used to further themes and
messages in the text
 Identify aspects of style and narrative techniques used and their effectiveness in delivering the
message

 Identify social issues that create conflict, how the conflicts are resolved, who creates the conflicts
and why

 The artists message and lessons learnt from the novel, play, short story

 Assess the success of the work of art and try to evaluate it by looking at the message in relation to
aspects of style/techniques - Set guiding questions that will guide the learners in reading.

The questions must compel the learner to read through the text and demonstrate understanding. For
example: o Who are the burdens in John Ruganda’s ‘The Burdens’ What problems face the following
characters: Tinka, Wamala, The children? How does each character try to resolve the problems they
face Who could you blame for the tragedy that befalls the family and why? - Divide the
novel/play/story into teaching units. And prepare a set of questions for each feature identified.
Questions on characters o Questions on themes Questions on styles used - Decide on the methodology
of teaching the text Class discussion Individual work o Group work

 Create small groups of 5 to 7 Learners  Assign each group a different tasks e.g. character
analysis, themes, styles etc.

 Give each group time to work on their task

 Each group should have a chair and a secretary

 Each group should record their deliberations

 Each group should present their work to the whole class

 The whole class should be encouraged to analyse work given to other groups so as to respond to the
reports presented by other groups (* the teacher’s lesson plan should be developed around group
work)

Dramatisation

 Decide on the episodes to be dramatized

 At what point will learners be called upon to dramatise

 What questions guide the dramatization? - Having prepared in advance, the teacher embarks on
class work by ensuring that: o Learners have the text . Learners are given guiding questions to read
and analyse the text for working comprehension o Go over the guiding questions with the learners to
ensure understanding.

Assist the learners on how to read the text by solving the reading problems they may encounter

 For NOVELS AND SHORT STORIES Avoid page by page reading of texts in class as this
wastes time for analytic work

 For PLAYS there may be need for page by page reading for certain episodes in the play, in this case
different learners should be assigned to read different dialogues. After each episode, discuss it using a
series of questions before moving to the next episode.
  Identify difficult techniques that may pose problems to learners e.g. flashback and discuss them
with illustrations for understanding

TEACHING ORAL LITERATURE

1. Proverb

Select a proverb

Define what proverbs are – a proverb is a brief statement full of hidden meaning accepted by
a community of truth or wisdom

Translate the proverb in 2 ways:

 Direct translation from its original language

 Free translation
For example: Chien ok yanya

Direct translation: behind is not abused

Free translation: home is not disregarded.

Analysis of images

Chien: represents home or anywhere where one got support

Yany: means abuse, disgrace, dishonor, contempt.

Meaning of the proverb: Never disregard your roots

Once you explicate the meaning of the proverb then you classify the proverb for example a
warning proverb

Then give an alternative proverb: in our case, Aoch wat ilore mos

Aoch means stream or river

Wat means relation

Ilore means climb, down

Mos means slowly

Free translation: relatives are treated with care or value your relations

Stream: image of supply (a river can nourish you)

 Climb down slowly: image for one to be careful.

Meaning of the proverb: cautioning proverb

2. Riddles

Definition: a group of words puzzles in which familiar objects or situations are referred to in
figurative terms. For us to decipher what it actually means.

Riddling process

I. Proposition or invitation.
II. Response/acceptance
III. Challenge/acceptance
IV. Guesses
V. Prize
VI. The answer

Two approaches: Traditional riddling process

Modern riddling process

Traditional riddling process

1. Context/ texting

 Test wits
 Story time
 Chores (herding, fetching water, firewood, hunting)
 Play time
POETRY
It is a compact forceful appealing use of language.
Reasons for teaching poetry
It is inevitable to come in contact with poetry and by nature human beings are poetic.
We are always learning poetry informally so we cannot avoid it.
In classroom situations, we learn poetry for the following reasons.
i) Entertainment
ii) To improve articulation.
iii) To develop learners cognitive abilities.
iv) To develop learner skills in reading comprehension,analysis,interpretation and
responding to poetry.
v) To draw learners to ways of expressing ideas and meanings which are
different from normal prose.
vi) In order develop learner skills in writing poetry.
Techniques of teaching poetry

I. Dramatization ( suitable for dialogue poems).

II. Recitation of poems during teaching and learning.
III. Pictorial illustrations.
IV. Choral presentation identifying musical patterns etc.
V. Analytical reading ( discussion of themes characterizarion and language/ style use.

Evaluation in Literature

When Evaluating Learners in Literature or developing questions to guide reading of literary

texts do the following:

- Select specific competencies appropriate to your teaching objectives and the

knowledge, skills and attitudes to be developed
- Select competencies appropriate to the text selected
- Select competencies that are common to literature and which may be useful for
appreciating and applications from the text at hand
- Sub-divide the competencies as:
o Those with specific application to the text
o Those with general application to literature
- Sub-divide the skills and knowledge into meaningful topics and sub-topics

With the above in mind, the next task is to set appropriate questions that will enable reading
among learners. The general questions tend to evaluate learners’ reading and understanding
of the whole text, while the specific questions focus on specific aspects of the text. The
teacher should use both categories to achieve the intended objectives.

Types of Questions

1. Name/State/Identify questions
They require the learner to identify a thing, a quality, feeling etc. For example,
Who was Okonkwo’s father?
How did Okonkwo feel about the society while in exile

2. Describe questions
The require the learner to give a verbal picture response of a thing, person, process
etc. For example:
 Describe the invasion of Umuofia by the white man

3. Illustrate questions
Require the learners to provide examples of a thing, person, event etc. that fall in an
identified category. This may be used together with questions that require
identification. E.g.
Explain and illustrate how socio-political and technological changes influence
Michael’s life in, “The Mayor of Cantebury”

4. Explain/Account for
They require the learner to give reasons for the occurrence of certain events or
processes in the text. E.g.
Explain the meaning of the word ‘chi’ as depicted in any of Achebe’s novels

5. Analyse questions
Require the learner to carry out a critical analysis of facts and ideas and pass a value
judgement on the same. Analysis questions are usually mentally taxing and learners
find them difficult to tackle. E.g.
Analyse the gender relations as depicted in Ngugi’s “Petals of Blood”

6. Interpret questions
Require learners to give meaning to facts, events, relationships etc. E.g.
In what ways can the gender relationships depicted in “Aminata” be said to be fair to
either sex

7. Opinion/Comment on questions
They require learners to give their own views about events, people, issues or things
depicted in a text. Whenever these questions are used, learners should be challenged
to give reasons for their responses
E.g.
Was the throwing away of twins and people afflicted by strange diseases in the evil
forest in Umuofia justified?

8. Compare and Contrast questions

They require the learner to point out similarities and differences respectively. E.g.
Compare and contrast Okonkwo and his father Unoka

9. Character Analysis questions

They normally fall under describe questions except that the character analysis process
is more detailed. They go beyond the mere description of the physical and behavioural
attributes depicted in the text. They require the learner to identify the symbolic
function of the characters if any and describe how the character is used to pass the
message. E.g.
Describe the character Akoko in, “The River and the Source”
10. Summary questions
They require the learner to give a brief outline of events and processes.
E.g.
Plot summary questions fall in this category