Incorporating Literature in Esl Teaching and Learning Dr.A.Joycilin Shermila

INCORPORATING LITERATURE IN ESL TEACHING AND LEARNING Dr.A.Joycilin Shermila Associate Professor in English Annammal College of Education for Women Tuticorin – 628 003 TamilNadu, India [e-mail] Literature that was initially read and enjoyed by enthusiasts and elites has gradually paved its way to become a more dynamic resource in teaching English as a second language. Literature in language classroom can enhance the critical thinking abilities of the learners. It can also create a learner friendly environment. Incorporating literature in language classroom can be lively and motivating and it can provide an interactive climate which can improve the communicative competence of the learners. Literary texts are a rice source of classroom activities and they provide motivating atmosphere for learners. Literature cultivates the critical abilities of the students. It encompasses every human dilemma, conflict and yearning unraveling the plot of a short story or decoding the dialogue of a play and is more than a mechanical exercise. According to Langer (1997:607) literature can open “horizons of possibility, allowing students to question, interpret, connect and explore”. Literature in language class can make it vibrant and enthusiastic. Many educators and researchers in both L1 and L2 have recognized the various benefits that language learners can gain from the integration of literature. Lazar (1993:15-19) provides five reasons for using literature in ELT –
i. motivating materials ii. encouraging language acquisition iii. expanding students’ language awareness iv. developing students’ interpretative abilities
v. educating the whole person

Collie and Slater (1987: 3-5) mention that literature offers valuable, authentic and relevant materials that provide cultural and language