FOR POWERPOINT

The studies of Eddy, 1990; Derwing, De Corby, Ichikawa, & Jamieson, 1999; Gunderson, 2004, 2007: and
Watt & Roessingh, 1994, 2001 all conclude that educational institutions should do their best to seize the
opportunity of this rapid increase in the numbers of students flowing into classrooms in English-speaking
countries around the world.

Of course, it is often believed that literature has some special features that make it unfit to be the source
of material for English courses.

Claudia Ferradas (2009), along with other believers, claims that literature "has little practical application,
is often closely connected with a specific cultural context, and it can be idiosyncratic, even subversive"
(27).

Yet, other scholars have found out the practicality of literature in practice.

The best signifier of the point is what is called "BritLit" project in Spain.

BritLit (British Literature) project was launched in Spain, Catalonia. It is associated with Catalan Teachers
of English Association, (Associacio' de Professsors d'Angle's de Catalunya, or APAC).

"BritLit has already earned itself a reputation in classrooms and amongst teachers in a number of
countries, within and outside Europe. It has helped teachers from around the world to exploit English
literature in the ELT classroom as a language tool" (Denham & Figueras, 2009: 9)

BritLit is not the only project employing literature in English classrooms.

The point is that language teachers are regarded as carriers of cultural messages, and understanding a
language necessitates understanding its culture. In other words, an appreciation of certain key cultural
concepts is required for a true understanding of the language being learnt.

Since the mid-1980s, much attention has been paid within TESL to language and content instruction, and
the studies of Chamot ll, 1987; Early, Thew, & Wakefield, 1986; Early & Hooper, 2001; Mohan, 1986;
Short, 1994; and Davison & Williams, 2001 all have been concerned with the lexical, syntactic, genre, and
knowledge-structure demands of discourse approaches of language learning, but the structures of
knowledge underlying text to support students’ learning of subject matter cannot be ignored.

Literature seems to be the source of knowledge underlying texts to support students' learning English.

Using literature in the ESL and EFL classrooms has benefits in several main areas.

Literature is beneficial to language development. It is a good resource of accurate diction, diverse

sentence patterns, and passionate narratives (Ghosn, 2002).

Kolonder & Guzdial, (1990); and Schank, (1990) believe that human knowledge is largely composed of an
index of stories, personal narratives, and first- and second-hand experiences that we draw on and reuse
as they are found to be relevant to the situation at hand.
Knowledge of culture and society. language is the carrier of cultural messages. As such, literature is very
significant when employed in teaching a language.

"the English curriculum is a place for enjoying and reflecting on . . . cultural resources, debating their
values, and imagining and designing . . . futures" (Goodwyn, 2009: 12).

literature prepares a good source and context to contextualize these activities. A good storybook not
only informs ESL students of the situation and development of an event; it also connects readers to the
event to gain insight, rather than an overview, of English culture and society.

teachers should consider language as entailing social acceptability; that is, they should look to the
English classroom as carrying resemblance with the outside language. Besides, non-native students need
to be exposed to various literary texts to be able to consider the others' culture in their international
communication.

Therefore, the non-native learners' curriculum should include teaching literary texts or literature to
facilitate such international communication for the students. Literary texts explore the lives of English-
speaking people and their feelings toward some cultural cliches.

The emphasis on inner speech in learning a language reveals the importance of literature in acquiring a
foreign language. Inner speech is actually "internalized social speech;" it is "the most powerful tool of
thought mediation." In fact, this theory believes that "children first engage in and then internalize the
verbal practices of the community" (de Guerrero, 2005: xii).

Literature is a good source for English language learners to develop inner speech. It is literature that
provides them the source for internalization of various verbal practices of the community, and the
learner is enabled to "think words" and to be engaged in mental rehearsal and internal self-talks.

literature helps in the transition from teacher-centered English classrooms to student-centered ones as
learners have to work in groups. In fact, literature enables students to work productively in teams and it
is the learning goal of a great deal of teaching programs.

McGee (1996) believes that group conversations about literature give students insights and
understandings that they cannot create alone. In their group working, they have to both share their
perception and support and negotiate their opinions with each other, the point which increases their
level of reasoning and critical thinking.

In the use of literature, it is not a matter of help, but a matter of force which signifies students'
understanding.

Literature helps in the incorporation of linguistic competence into communicative competence by

putting language into use in different social situations.

Literary texts, especially short stories, provide teachers and learners of English with a lot of pre-reading
and post-reading activities, the ones which stimulate the learners' imagination and result in their
creativity.

Use of literature in English classrooms makes the learners focus on the meaning (Mourao, 2009). In this
sense, language becomes a means for its own real function. It is not just a means for practice. Language
becomes a means in the hands of learners and is manipulated by them to use their background
knowledge to understand authentic texts, or as Mourao (2009) calls it, to "fill" the information gap.

Mourao goes on to say that through the use of literature, the focus is "on the process rather than the
product," the emphasis is on "negotiation rather than pre-determination," and the teacher "acts as a
facilitator" and "not just an instructor" (17).

The significant point is that literature provides learners with texts which are above the level of their
production/understanding. This aspect of literature is in accordance with Krashen's acquisition-based
methodology; that is, input +1 theory.

literature helps students improve their reading comprehension of English. Literary texts enable teachers
to use different forms of questions to evaluate students' comprehension, such as completion, true or
false, matching and discussion forms.

Literature helps students to go beyond the surface meaning and dive into underlying meanings; that is, it
enables students to go beyond what is written and dive into what is meant.
Literature provides the kind of subject matter that has the power to motivate learners and help them in
exploring the possibilities of usages and meaning that enhances their language competence in a great
way.

Literature evokes feelings through words, pulls learners out of the graded grammatical forms and helps
them to communicate in a way that attracts language learning.

Literary texts are good means to create suitable environments for English students to go through
reflective thinking to see why the things are the way they see them, or why things are different from
their expectations, or why they are different from the others they encounter in literature.

A main factor of the learning process is the promotion of reflective thinking in the learner. A reflective
process, or reflective thinking, is considered a critical component of transformative learning for learners
(Kember et al., 1999; Mezirow, 1991).

Literary texts are meaningful, authentic, and relevant to learners' lives. They yield the greatest
opportunity for engagement, reflection, and hence, learning exists in them. Unfortunately, much of the
material that is used in the English curriculum lacks passion, intellectual excitement, and fun.

Literature is intellectually stimulating because it allows a reader to imagine worlds they are not familiar
with. This is done through the use of descriptive language.

In order to understand, the reader will create his vision of what the writer is saying. In this sense, the
reader becomes a performer or an actor in a communicative event as he reads.

As Obediat (1997) states, literature helps students acquire a native-like competence in English, express
their ideas in good English, learn the features of modern English, learn how the English linguistic system
is used for communication, speak clearly, precisely, and concisely, and become more proficient in English,
as well as become creative, critical, and analytical learners.

. When English is taught through literature, it creates the power of self-belief in students, and hence,
influences learners' behaviors, motivation, and attitudes towards English language learning.
Undoubtedly, learners' self-beliefs form the psychological basis that connects together and underlies
learners' interpretation of their experiences, their behaviors, motivations, affective reactions, and future
goals.
I. Introduction

A. Importance of using literature in English language education

In recent years, the role of literature as a basic component and source of authentic

texts of the language curriculum rather than an ultimate aim of English instruction have been

gaining momentum.

The use of literature in the ELT classroom is enjoying a revival for a number of reasons. Having formed
part of traditional language teaching approaches, literature became less popular when language
teaching and learning started to focus on the functional use of language. However, the role of literature
in the ELT classroom has been re-assessed and many now view literary texts as providing rich linguistic
input, effective stimuli for students to express themselves in other languages and a potential source of
learner motivation.

Literary texts provide opportunities for multi-sensorial classroom experiences and can appeal to learners
with different learning styles.

B. Overview of key arguments supporting the use of literature

Of course, it is often believed that literature has some special features that make it unfit to be the source
of material for English courses.

Claudia Ferradas (2009), along with other believers, claims that literature "has little practical application,
is often closely connected with a specific cultural context, and it can be idiosyncratic, even subversive"
(27).

Yet, other scholars have found out the practicality of literature in practice.

The best signifier of the point is what is called "BritLit" project in Spain.

BritLit (British Literature) project was launched in Spain, Catalonia. It is associated with Catalan Teachers
of English Association, (Associacio' de Professsors d'Angle's de Catalunya, or APAC).

"BritLit has already earned itself a reputation in classrooms and amongst teachers in a number of
countries, within and outside Europe. It has helped teachers from around the world to exploit English
literature in the ELT classroom as a language tool" (Denham & Figueras, 2009: 9)

C. Thesis statement: Literature plays a crucial role in enhancing language development, cultural
understanding, critical thinking, and motivation in English language learners.

II. Literature as a Language Resource

A. Literature's contribution to language development

1. Accurate diction and diverse sentence patterns

Literature is beneficial to language development. It is a good resource of accurate diction, diverse

sentence patterns, and passionate narratives (Ghosn, 2002).
2. Exemplary narratives for language learners

literature prepares a good source and context to contextualize these activities. A good storybook not
only informs ESL students of the situation and development of an event; it also connects readers to the
event to gain insight, rather than an overview, of English culture and society.

B. Literature as a source of inner speech development

1. The concept of inner speech

The emphasis on inner speech in learning a language reveals the importance of literature in acquiring a
foreign language. Inner speech is actually "internalized social speech;" it is "the most powerful tool of
thought mediation." In fact, this theory believes that "children first engage in and then internalize the
verbal practices of the community" (de Guerrero, 2005: xii).

2. Literature's role in fostering inner speech in language learners

Literature is a good source for English language learners to develop inner speech. It is literature that
provides them the source for internalization of various verbal practices of the community, and the
learner is enabled to "think words" and to be engaged in mental rehearsal and internal self-talks.

III. Cultural and Societal Understanding through Literature

A. Language as a carrier of cultural messages

Knowledge of culture and society. language is the carrier of cultural messages. As such, literature
is very significant when employed in teaching a language. . Literature is culture. Narrations are
often built upon the perspective of one main character who is experiencing the pains of growing
up. This makes reading literary texts a drastically different experience from that of reading
explanatory articles, the most commonly seen type of literature in ESL reading.

"the English curriculum is a place for enjoying and reflecting on . . . cultural resources, debating
their values, and imagining and designing . . . futures" (Goodwyn, 2009: 12).
B. Literature's role in teaching cultural context
C. By connecting religion, superstition, and folktales together; that is, by culture, students explore
hidden facets of English-speaking culture. By sharing their reading experiences, students realize
how differently people approach and respond to the same literary work. Through their
approaches to literary texts, students find the social and historical contexts of the event and
become familiar with culture. The piece of literary work entertains and opens the eyes of
students as they see how other people think, interpret, and act on a variety of things, especially
those things that ESL students are familiar with.
C. Encouraging international communication through literature

Therefore, the non-native learners' curriculum should include teaching literary texts or literature to
facilitate such international communication for the students. Literary texts explore the lives of English-
speaking people and their feelings toward some cultural cliches.

IV. Literature and Student-Centered Learning

A. Transition from teacher-centered to student-centered classrooms

literature helps in the transition from teacher-centered English classrooms to student-centered
ones as learners have to work in groups. In fact, literature enables students to work productively
in teams and it is the learning goal of a great deal of teaching programs.

B. Group discussions and critical thinking in literature-based learning

McGee (1996) believes that group conversations about literature give students insights and
understandings that they cannot create alone. In their group working, they have to both share
their perception and support and negotiate their opinions with each other, the point which
increases their level of reasoning and critical thinking.
C. Literature's role in enhancing comprehension and creativity
In the use of literature, it is not a matter of help, but a matter of force which signifies students'
understanding.

Literature helps in the incorporation of linguistic competence into communicative competence

by putting language into use in different social situations.
Literary texts, especially short stories, provide teachers and learners of English with a lot of pre-
reading and post-reading activities, the ones which stimulate the learners' imagination and
result in their creativity.

V. Beyond Surface Meaning: Analytical Thinking

A. Literature's ability to promote reflective thinking

Literary texts are good means to create suitable environments for English students to go through
reflective thinking to see why the things are the way they see them, or why things are different from
their expectations, or why they are different from the others they encounter in literature.

B. The significance of reflective thinking in the learning process

A main factor of the learning process is the promotion of reflective thinking in the learner. A reflective
process, or reflective thinking, is considered a critical component of transformative learning for learners
(Kember et al., 1999; Mezirow, 1991).

D. Literature as a medium for engaging, authentic, and relevant learning experiences

Literary texts are meaningful, authentic, and relevant to learners' lives. They yield the greatest
opportunity for engagement, reflection, and hence, learning exists in them. Unfortunately, much of the
material that is used in the English curriculum lacks passion, intellectual excitement, and fun.

VI. Intellectual Stimulation and Language Proficiency

A. Literature's role in stimulating intellectual engagement

Literature is intellectually stimulating because it allows a reader to imagine worlds they are not
familiar with. This is done through the use of descriptive language.

In order to understand, the reader will create his vision of what the writer is saying. In this sense, the
reader becomes a performer or an actor in a communicative event as he reads.

B. Developing native-like competence in English

As Obediat (1997) states, literature helps students acquire a native-like competence in English,
express their ideas in good English, learn the features of modern English, learn how the English
linguistic system is used for communication, speak clearly, precisely, and concisely, and become
more proficient in English, as well as become creative, critical, and analytical learners.

C. Enhancing language proficiency and critical thinking

VII. Motivation and Self-Belief

A. Literature's influence on learners' motivation

. When English is taught through literature, it creates the power of self-belief in students, and
hence, influences learners' behaviors, motivation, and attitudes towards English language
learning.
B. The psychological impact of self-belief in language learning
Undoubtedly, learners' self-beliefs form the psychological basis that connects together and
underlies learners' interpretation of their experiences, their behaviors, motivations, affective
reactions, and future goals.
C. Literature as a tool for building confidence and positive attitudes toward learning English

VIII. Conclusion

A. Recap of the multifaceted benefits of using literature in English language education

B. Reinforcement of the thesis statement

C. Encouragement for educators to integrate literature into their language teaching practices.

Identify the role of literary text to an ESL/ELT classroom.

Recognize some of the key arguments against the use of Literature and on the other hand, it’s
practicality

Realize the importance of the integration of literature into classrooms