BENG208
Teaching English Literature

ECTS Value: 4 ECTS

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 32

 

Overall Objectives and Outcomes

The teaching of literature provides a genuine context for the internalisation and further development of skills acquired in ELT.

Prospective teachers will engage with prose, poetry and drama texts found in the National Learning Outcomes Framework for Secondary Schools. Moreover, participants will be encouraged to implement principles of learning and assessment to other texts across the Canon and Popular Culture referred to as ‘unseen texts’ in the Framework.

Literary Theory and research related to the teaching of literature will be explored and through critical reflection, participants apply this knowledge to meet the different needs of learners.

By the end of this module, the learner will be able to:

Competences

  • a)Produce lesson plans according to learning outcomes, focus areas and assessment criteria outlined by the framework;
  • b)Collaborate with peers to foster a culture in which they learn from one another by sharing pedagogical strengths;
  • c)Endorse strategies and learning theories based on readings and research to successfully help students appreciate literature and respond critically to texts;
  • d)Manage a diverse range of resources and incorporate technology such as ai to cater for students’ different learning styles;
  • e)Critically reflect on practice and identify areas for improvement using academic models and tools;
  •  

Knowledge

  • a)Identify theories and understand emerging issues to avoid obsolete or counterproductive practices in the teaching of literature;
  • b)Find strategies to maximise student engagement, appreciation and enjoyment during literature lessons;
  • c)Comprehend the important constituents of the national learning outcomes framework for secondary schools;
  • d)Explore sites and new developments in technology which support teaching and learning English literature;
  • e)Critically identify appropriate texts and resources to serve as an investigable tool for the assessment of/for learning;
  • f)Analyse social and ethical issues in the teaching of literature, such as representation, bias, and the ethical selection of classroom texts;
  • g)Recall personal experiences in the appreciation of literature;
  •  

Skills

  • a)Define theories emerging issues to avoid obsolete or counterproductive practices in the teaching of literature;
  • b)Create a lesson plan using the proper given template and provide a rationale to justify the methodology used;
  • c)Incorporate strategies and technology to maximise student engagement, appreciation and enjoyment during literature lessons;
  • d)Use an integrated skills approach when teaching literature;
  • e)Demonstrate skills in giving instructions, presentation and sequencing while conducting class activities preparing students for lesson delivery;
  • f)Give and endorse constructive feedback;
  •  

Assessment Methods

This module will be assessed through: Write-Up and Forum Participation

Suggested Readings

Core Reading List

  1. Agee, H., Rodrigues, R., & Badaczewski, D. (1978). A guidebook for teaching literature. The English Journal, 67(7), 84. 
  2. Albatool, A. M. A., & Moneus, A. M. A. (2023). Towards interactive teaching strategies in teaching English literature. Theory and Practice in Language Studies, 13(8), 1912–1919.
  3. Beach, R., Appleman, D., Fecho, B., & Simon, R. (2020). Teaching literature to adolescents. In Routledge eBooks.
  4. Hall, G. (2015). Literature in language education. In Palgrave Macmillan UK
  5. Knights, B. (2016). Text and Dialogue in the English Language Classroom. Palgrave Macmillan.
  6. Lazar, G. (2012). Literature and language teaching. 
  7. Pike, M. (2004). Teaching secondary English. 
  8. Purtanto, C. A., Wahyuningtyas, R. T., & Rohmana, W. I. M. (2023). Challenges in Teaching English Literature: A Teacher’s perspective. JOEPALLT (Journal of English Pedagogy Linguistics Literature and Teaching), 11(1), 59. 
  9. Teaching literature and language through multimodal texts. (2019). In Advances in linguistics and communication studies. 

Supplementary Reading List

  1. Darmawati, B., Rahman, A., Halim, A., & Basri, M. (2020). Teaching English Through Literature-Based Instruction: An Integrated Study of Language and literature. Proceedings of the International Conference on Community Development (ICCD 2020). 
  2. Duff, A. (1990). Resource books for teachers: literature.
  3. Marasini, N. C. (2019). Teaching English Language through Literature. NUTA Journal, 6(1–2), 28–31. https://doi.org/10.3126/nutaj.v6i1-2.23225
  4. Rahman, S. A., & Manaf, N. F. A. (2017). A Critical Analysis of Bloom’s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature. English Language Teaching, 10(9), 245. 
  5. Sharma, V. (2021). Motivational role of teaching English literature in language learning. International Journal of English Literature and Social Sciences, 6(2), 147–150. 
  6. Sigvardsson, A. (2016). Teaching Poetry Reading in Secondary Education: Findings from a Systematic Literature review. Scandinavian Journal of Educational Research, 61(5), 584–599. 
  7. Škobo, M., & Dragičević, B. Đ. (2020). Teaching English literature in the digital era. ZBORNIK RADOVA UNIVERZITETA SINERGIJA, 20(5). 
  8. Syuhada, N. (2017).Role-play in Teaching English Literature. Pedagogy Journal of English Language Teaching, 5(2), 81.

 

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