Cover Page

ASSIGNMENT

JANUARY 2015 SEMESTER

SUBJECT CODE

:ETL 431

SUBJECT TITLE

:Teaching Literature in the Second Language Context

PROGRAMME:Bachelor of Education

STUDENTS NAME

MOHAMMAD FUAD BN ABD MALEK

MATRC NO.

E30109120036

ACADEMC FACLTATOR

Pn Umamah Mohd drs

LEARNNG CENTRE

POH, PERAK (COHORT 3 - PPG PROGRAMME)

Part A: (10%)

Read the article The Teaching of Childrens Contemporary English Literature Components in Primary Schools: Common Practices in Malaysian Classrooms by Jothimalar Krishasamy, Universiti Malaya, and answer the following questions:

a) What is the purpose of this study? 0.5 pageb) Discuss the Childrens Contemporary Literature Programme. 1 pagec) Elaborate on the findings of the study 3 pagesd) Explain the implications of the study in the classroom 2 pages

Answer a) What is the purpose of this study? 0.5 pageQuality is at the heart of any educational system. It influences what students learn, how well they learn and what benefits they draw from their education. Whether a particular education system is of high or low quality can be judged in terms of input, output and process. Until recently, however, much discussion of educational quality was centered on only system inputs in terms of the provision of teachers, teaching materials and other facilities, and on output in terms of students achievement. No or less attention was given to the teaching-learning process, the dimension which involves what really happens in the literature classroom. This study thus aimed at finding out the extent to which innovative teaching and learning approaches are employed under the teaching of Childrens Contemporary Literature in Malaysian primary schools, to identify the factors that affect its implementation, and finally recommend better ways and means for further improvement.

Ganakumaran (2003) saw the shift as a contributing factor to the declining interest of teaching and learning literature in the classroom. Edwin (1993) somehow cast a blaming tone that the shift resulted in the decline of English standard among Malaysian students and thus affected the popularity of opting to study literature as a subject. Nevertheless, the issue of the declining standard of English among Malaysians has been seriously looked into by the Malaysian government. Its significant roles in global economy, globalization, the Internet and science and technology have been asserted and moves towards re-establishing English have been carried out (Asmah, 1992). In view of this, an analytical and observant look at the move taken by the Ministry of Education is commendable. In the light of re- establishing the importance of English, changes in the education curriculum have been witnessed over these few years. To quote a few, they are the Childrens Literature Component for Primary Schools, Literature Component in English for Secondary Schools, English for Science and Technology (EST), English for the Teaching of Science and Mathematics (ETeMS) and the incorporation of bilingual Bahasa Melayu and English in public examinations such as Ujian Penilaian Sekolah Rendah (UPSR), Penilaian Menengah Rendah (PMR), Sijil Pelajaran Malaysian (SPM) and Sijil Tinggi Persekolahan Malaysia (STPM).

b) Discuss the Childrens Contemporary Literature Programme. 1 pageThe implementation of the Contemporary Childrens Literature Reading Programme in primary schools is still recent. Therefore, it might have some flaws especially when no exact guides are provided to the teachers in-charge with this programme. The teachers are only sent for a seminar as to supply them with the knowledge of teaching this Contemporary Childrens Literature. However, not all English teachers of primary schools are asked to attend this seminar. Averagely, not more than 3 teachers from every school are selected. They are given modules, guidelines on teaching strategies and samples of task sheets. In implementing this programme, there are some arising questions about the distinction of the selected teachers. The Ministry of Education should take into consideration that the ways in which childrens literature is used in the elementary classroom are directly related to the teachers definition of reading, her beliefs about how meaning and knowledge are constructed, the role of the reader in the act of reading, and the context of the reading event (Levande, 1989).Hence, does the ministry consider the teachers experience when they are selected to teach this subject? Have the teachers encountered with Childrens Literature in their past? Even if they have, is the knowledge sufficient enough for them to teach the subject? Since there are teachers who do not attend the seminar for this programme, they might face a lot of difficulties if the schools ask them to teach the subject in upcoming years. There might also be some flaws on the selected texts for this programme. For example, looking at The Little Blue Boy, the story is about a little boy who is born in the heart of Africa. Is the culture in the story suitable for the students prior knowledge? The title itself might bring some confusion to the students who can hardly understand the figurative meaning of literary texts and also to the students with low proficiency level of English.

The curriculum content is organised in terms of Content Standards and Learning Standards. Content Standards specify the essential knowledge, skills, understandings and strategies that pupils need to learn. Learning Standards describe in detail the degree or quality of proficiency that pupils need to display in relation to the Content Standards for a particular year.

In the initial stages of learning English, pupils will have the opportunity to listen to meaningful English input, in the form of stories or oral descriptions by teachers based on graphic texts. Through listening, pupils will become familiar with words that will be introduced in their early reading and writing lessons. The emphasis in the initial stages will be on vocabulary acquisition.

English is taught as a second language in all Malaysian primary and secondary schools. The mastery of English is essential for pupils to gain access to information and knowledge written in English. In line with the governments policy on strengthening English, the curriculum has been designed to produce pupils who will be proficient in the language.

The goal of the English language curriculum is to help pupils acquire the language in order to help them use it in their daily lives, to further their studies, and for work purposes.

This curriculum stresses the development of critical literacy. Teachers will provide opportunities for pupils to question and evaluate texts that they listen to, read or view. These opportunities are essential for achieving personal growth and confidence in functioning as an effective and productive member of our society. This is in line with the goals of the National Philosophy of Education which seeks to optimise the intellectual, emotional and spiritual potential of pupils.The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that is appropriate to the pupils level of development.

In the language arts module, pupils are trained to show appreciation of and demonstrate understanding of texts read, sing songs, recite rhymes and poems as well as produce creative works for enjoyment.

c) Elaborate on the findings of the study 3 pagesLike the concept of childhood, children's literature is very much a cultural construct that continues to evolve over time. Children's literature comprises those texts that have been written specifically for children and those texts that children have selected to read on their own, and the boundaries between children's literature and adult literature are surprisingly fluid. John Rowe Townsend once argued that the only practical definition of a children's book is one that appears on the children's list by a publisher. Contemporary publishers are not making that distinction any easier; for example, MAURICESENDAK'sOutside Over There(1981) was published as a picture book for both children and adults, and J. K. Rowling's HARRYPOTTERseries is available in adult and children's versions with the only difference being the book's cover art. While folk andFAIRY TALESwere not originally intended for children, they have become a staple of children's literature since the early nineteenth century. On the other hand, many books written for and widely read by children during the seventeenth and eighteenth centuries are considered historical children's literature today and are read almost exclusively by adult scholars of children's literature. Children's literature has been written, illustrated, published, marketed, and purchased consistently by adults to be given to children for their edification and entertainment. Generally speaking, it is the intended audience rather than the producers of the texts who define the field. Children's texts written by child or adolescent authors, such as Daisy Ashford'sThe Young Visiters(1919) or ANNEFRANK'sHet Achterhuis(1947;The Diary of a Young Girl,1952), are exceptions to the rule. Many famous children's authors, such as Louisa May Alcott and LEWISCARROLL, produced family magazines as children, and bits of their juvenilia were reworked into published children's books. More often, children's books result from the collaboration or direct inspiration of a specific child or group of children with an adult author. James Barrie's friendship with the Lewelyn Davies boys resulted in the playPeter Pan, or The Boy Who Would Not Grow Up(1904) and the novelPeter and Wendy(1911). The bedtime stories that A.A. Milne told his son Christopher Robin were revised intoWinnie-the-Pooh(1926).

Although children's literature is intended primarily for children, it is more accurate to view such texts as having dual audiences of children and adults. Adults, particularly parents, teachers, and librarians, often function as gatekeepers who identify appropriate texts for children. Since children's literature has been marketed and purchased by adults who, in turn, present it to children, authors and publishers have attempted to produce children's texts that appeal to the desires of the actual adult purchaser, if not the child reader of the text. In the picture book and chapter book genres especially, an adult reads to a child or children in a group. It is only with the advent of the paperback book that adolescents, and in some cases younger children, have been able to select their books independent of adult supervision or funds. Prior to the development of public education and free libraries in the late nineteenth century, children's literature tended to be limited to the middle and upper classes. A children's book reflects the ideologies of the culture in which it was written and embodies that period's assumptions about children and appropriate behavior. Consequently, children's literature more often embodies adult concerns and concepts of childhood rather than topics children might choose for themselves. This gap between children's and adult's attitudes toward children's literature is often revealed in the difference between the top-selling children's books, which are frequently series books, and the books chosen annually by the American Library Association as the outstanding picture book (winner of the Caldecott Medal) and the outstanding book of prose (winner of the Newbery Medal).

Children's literature is a powerful tool to teach children about the world, themselves, and others (Hancock, 2000). Children's literature motivates readers to think, enhances language, and promotes cognitive development. Quality literature takes children beyond their own lives, broadening their backgrounds, developing their imaginations, and enabling them to grow in understanding and respect for others. Children can connect with the characters, events, places, and problems in literature on a personal level. Such affective responses to literature provide opportunities for students to become personally involved in reading and learning.

Children's literature is diverse and varied. For example, children's literature includes the following genres: picture books, contemporary realism, historical realism, fantasy, traditional literature, poetry, biography and autobiography, and informational books (Hillman, 1999). Children's literature can be read and enjoyed for personal purposes, but it can also be used to enhance the school curriculum. Because of the wide variety of excellent children's books, teachers can use children's literature in reading instruction, but also in science, social studies, health, and even math lessons. Using children's literature across the curriculum provides many advantages over traditional textbooks. In comparison to textbooks, children's literature offers greater depth of content, multiple perspectives, current information, engaging writing style, personal voice, options for varied reading levels, rich language, and interesting formats and structures (Tunnell & Jacobs, 2000).

"Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become." - C.S. Lewis, a British scholar and novelist.

This adage is perhaps the most appropriate description of the importance of literature in our lives. Literature reminds us of stories, epics, sacred scriptures, and classical works of the ancient and modern times. Literature is defined as the body of written works of a language, period or culture, produced by scholars and researchers, specialized in a given field. Why is literature important? Let us see.

As stated in the quotation by C.S. Lewis, literature not only describes reality but also adds to it. Yes, literature is not merely a depiction of reality; it is rather a value-addition. Literary works are portrayals of the thinking patterns and social norms prevalent in society. They are a depiction of the different facets of common man's life. Classical literary works serve as a food for thought and a tonic for imagination and creativity. Exposing an individual to good literary works, is equivalent to providing him/her with the finest of educational opportunities. On the other hand, the lack of exposure to classic literary works is equal to depriving an individual from the opportunity to grow.

Prose, poetry, drama, essays, fiction, literary works based on philosophy, art, history, religion, and culture and also scientific and legal writings are grouped under literature. Creative nonfiction of the ancient times and literary journalism also fall under literature. Certain extremely technical writings such as those on logistics and mathematics are also considered as a part of literature.

Some of the great literary works like the Bible and Indian epics like Ramayana and Mahabharata, among others, provide society with the guiding principles of life. Ancient poetic works by poets like Homer, Plato, Sappho, Horace and Virgil, Shakespeare's sonnets and notable poetry by W.B. Yeats, John Keats, Wordsworth, Tennyson, and William Blake are timeless. The Lord of the Rings, The Godfather, A Tale of Two Cities, and James Bond series are some of the best-selling books of all time. The Adventures of Pinocchio, Alice's Adventures in Wonderland, and Winnie-the-Pooh were some of the greatest works in children's literature. The relatively recent Harry Potter series made record sales across the globe and brought fame to J.K. Rowling. However, a discussion about children's authors would be incomplete without the mention of all-time popular authors like Aesop, Enid Blyton, Roald Dahl, and Mark Twain.

It is through reading such great literary and poetic works, that one understands life. They help a person take a closer look at the different facets of life. In many ways, it can change one's perspective towards living. Lives of brilliant achievers and individuals who have made a valuable contribution to society, are sketched in their biographies. These works give the readers an insight into the lives of these eminent people, while also serving as a bible of ideals.

Literature serves as an enormous information base. Research works by famous inventors and literary works by notable scientists often narrate stories of their groundbreaking discoveries and inferences. Ongoing developments in the fields of science and technology are documented so that the world can know about them. Several ancient scriptures relating stories of human evolution and narratives of human life in those times, have been of tremendous help to mankind. Thus, literature has always served as an authentic source of information from around the world.

True, languages are the building blocks of literature. But the study of literature cannot be restricted to only studying languages. In fact, literature cannot be confined to an educational curriculum. A degree in language and literature is perhaps unable to provide one with everything that literature can offer.

Literature is definitely much more than its literary meaning, which defines it as 'an acquaintance to letters'. It in fact, lays the foundation of an enriched life. It adds 'life' to 'living'.

d) Explain the implications of the study in the classroom 2 pagesLiterature is a powerful vehicle for helping children understand their homes, communities and the world. Even before young children can read, family members, childcare providers and teachers read them stories about people in far away places, sometimes from the distant past and sometimes about people whose lives are similar to their own. The impressions and messages contained in these stories can last a lifetime.

Books, at their best, invite children to use their imaginations, expand their vocabularies and gain a better understanding of themselves and others. If the books reflect the diverse groups of people in the world around them, children can learn to develop respect for self and others. Literature should be both a mirror in which children can see themselves reflected, and also a window through which children can explore the world around them; books can illustrate the concept that people from diverse groups can play and work together, solve problems, and overcome obstacles. At its best, multicultural children's literature helps children understand that despite our many differences, all people have feelings and aspirations. Those feelings can include love, sadness and fear and the desire for fairness and justice. Selecting good multicultural books involves an anti-bias approach, an active commitment to challenging prejudice, stereotyping, and all forms of discrimination; good multicultural children's books challenge stereotypes, provide a realistic glimpse into the lives of diverse groups of people, help children learn to recognize unfairness, and provide models for challenging inequity.\

Unfortunately, not all children's literature conveys the messages that we want young people to learn. Books often contain the same stereotypes and biases of other media, and because children are interested in a story's plot and characters, it is unlikely that they will know or consider whether a book includes racist, sexist or other stereotypical messages. If young children are repeatedly exposed to biased representations through words and pictures, there is a danger that such distortions will become a part of their thinking, especially if reinforced by societal biases. It is, therefore, the responsibility of adults to select literature that is entertaining, age appropriate, and that provides children with accurate representations of all people. For example, instead of choosingCinderella,which perpetuates the stereotype of the lead female character as passive, dependent and nave, adults could instead chose Robert Munsch'sThe Paper Bag Princessin which the lead female character is portrayed as brave and independent. Additionally, because there are such a relatively small number of children's books about people of color, people who are gay and lesbian or people with physical and mental disabilities, it is extremely important that adults make every effort to ensure that high-quality children's literature by and about these groups is made available to children.

Selecting good multicultural children's books begins with the same criteria that apply to selecting good children's books in general-the literary elements of plot, characterization, setting, style, theme and point of view must be interwoven to create a compelling story in an age appropriate manner. When deciding whether or not to include a particular title in a collection of children's books, it is important to review the illustrations or pictures that accompany the text, in addition to the content.

One finds then that are many issues in the teaching and learning of childrens literature. Perhaps one may feel that the heydays of literature are over: Without doubt the heydays for literature in English as an academic subject within the Malaysian educations system was during the British rule of Malaya and the period of post-independence when English remained the medium of instruction. The change in the medium of instruction to Malay also meant a change in the overall objective of education in the country to one directed at nation building. Within this new paradigm there was little place for the teaching of literature in English. (Subramaniam, 2002, p. 37) On the other hand, the work done by the Curriculum Development Centre and the Textbook Division is exemplary. The Curriculum Development Centre has not only prepared material for the component, they have also carried out training sessions for the teachers. The Textbook Division has ensured that activities based on the Contemporary Literature Component are included in the English Language textbook. It can be seen therefore that the policy and policy makers uphold and believe in the need for there to be a literature component. This is the crux of the matter. Without the belief and support of the Ministry of Education in the importance of literature as a component in the syllabus, the death of literature is a sure thing.

There is perhaps the need to move beyond literature as small l into Literature with a big L. Literature as small l can be taught via a language based approach that only ends at surface meaning. It focuses on the use of connectors, persuasive language, new words and deducing their meanings from context. Literature as big L, however, goes beyond that because language is used to reach out to the imagination and emotion of readers. In other words, the objective is to create the willing, eager reader who not only masters the skills of literacy but also applies this mastery to achieve life-long learning. Beyond that the skilled reader is the child who loves to read and the child who can't stop reading (Kow, 2002, p. 44). Parents, teachers and caregivers need to remember that they should not overplay the importance of the learning opportunity derived from meaning, be it that of moral or comprehension skills. There is the need to nurture the love of reading: The sheer enjoyment of losing oneself in a world that is real yet not bound by realism but freed through imagination. The language of story telling is the language of imagination where language is used by the child to create his own environment (Kow, 2002, p. 48). A worthy cause comes with a price. The suggestion that even weak pupils can cope with and go on to enjoy literature may be difficult to accept. Nevertheless the reality of the situation is that resources will always be limited, pupils will come with differing levels of ability and national examinations will always exist. However if one exploits what one has, that is, if the teacher tries to inject fun into literature and make literature relevant to pupils; and parents try to set aside time to perhaps watch a movie that has a book tie-in, then all parties will benefit from the literature component. As Huck (1976) sums it up accordingly: "good writing ... will help the reader to experience the delight of beauty, wonder, and humor ... he will be challenged to dream dreams, to ponder, and to ask questions to himself (p. 4). If one believes in the magic of a story then one sees the world encapsulated in a grain of sand. The experience of reading at a higher level is as seeing the world in a grain of sand (Kow, 1993). In other words, if the love of literature is inculcated in pupils then one can stand to reap life-long rewards not only in the area of learning a language but also in the area of moral, ethics, and culture etcetera.

Part B: (10%) - 5 pages [does not include references]

Literature Should be a Separate Subject in Primary Schools: Discuss

Students who study only English Language, with its emphasis on reading and writing skills, sometimes fail to see the point of studying English literature, especially if they have no plans to study English or Translation at university. But English literature can introduce students to a range of aspects, not only of the English language but also of English culture.

There are aspects of English culture that are encapsulated by English literature. Of course, this is quite obvious when studying the works of Shakespeare or of writers, poets and playwrights of the eighteenth and nineteenth centuries. It is, however, also true when studying other works of English literature. Students can learn about allusions and references to different aspects of English culture. They can also learn the context and meanings of famous quotes and phrases.Studying Literature does not confine the students to the traditions of England but includes the possibility of introducing them to traditions which inform English Literature, such as the study of Ancient Greek drama, and to literature in other contexts, such as American literature. It also provides the students with an alternative to the pervasiveness of television culture with its immediacy and, often, its shallowness.

An enjoyment and appreciation of Literature will give students the ability to develop this into an interest in books and reading as they move away from their studies and into their adult lives. They will have the confidence to approach and tackle new forms of books and writing, since they were exposed to a range of literature during their school days.

When studying Literature, students can learn not only language aspects such as vocabulary items but also that language can be used for specific and aesthetic purposes. Familiarity with the concepts of beat, metre and rhythm can improve their own writing as students are able to appreciate and apply these ideas. Finally, the study of Literature can provide students with a fresh and creative angle with which to approach their studies in particular and their lives in general.

So the next time you are reading a newspaper article lamenting the lack of creativity and initiative in the local workforce, remember that in a small way the study of English Literature can help to add a refreshing and further dimension to a persons life.

Many teachers are blamed for making literature lessons unpleasant and boring. By concentrating on the exam through memorizing notes and critical commentaries which they give to students, most teachers end up conceiving the text reading process in only one directionthe teacher-centred approach. They do not conceive the concept of reading literature texts as an interactive process which sets several processes into action, i.e. top-down (text-driven) and bottom-up processes (reader-driven) (Rumelhart, 1977; Rudell, 1994; Bright and McGregor, 1970; Carrell et al 1995). According to these interactive processes, knowledge in the text is organised by the reader according to interrelated structures or schemata in the readers brain. By merely giving notes to students and using critical commentaries instead of reading primary works, literature teachers leave many students schemata unexploited; they fail to foster pleasure in the reading (Kiguli, 2000). In the same vein, students should be encouraged to conduct extensive reading of novels and works of all types: comic strips, narratives, fiction novels, newspapers as genre, etc. Reading literature texts should provide an interface between language, thought and culture (Day and Bamford, 1998) in which case this would enable a number of factors to come into play to arrive at text-message comprehension. These factors include: knowledge of the word and world, knowledge of the topic covered in the text, prior knowledge which the reader brings to the text, knowledge of the subject of reading itself, knowledge of the text arrangement, knowledge about the organisation and structure of the text in question as well as of other texts, etc. (Rudell, 1994). The methodological argument raised here is that exploiting literature texts should help young readers to develop a critical outlook of a variety of cues useful in mobilising several sources of knowledge which are related to the readers culture as well as his/her knowledge schemata. In other words, if the reader is ill-equipped to conduct a resourceful interface with the text, his/her capacity and skills of constructing meaning from the text will be limited, leading to frustration while reading.

If the purpose of learning a language is communication and literature is communication, then the two are two sides of a coin, which are not separable (Adesuyi, 1991). The two aspects i.e., language and literature are used by people in everyday activities. When people speak, read novels, newspapers, etc., language is being used to express their thoughts and experiences. As mentioned earlier, The Longman Dictionary of Contemporary English (2007) defines language as a system of communication by written or spoken words, which are used by the people of a particular country or area. This definition shows that the language of a people reflects their peculiarity as a country or area or society, which is reflected in their customs, culture, beliefs, traditions, norms and expectations. All these are usually expressed in the literature texts, especially in the fiction. The interpretation of this is that language does not develop in a vacuum and therefore, is part of the culture of a people and the chief means by which the members of a society communicate. A language therefore, is both a component of culture and a central network through which other components are expressed (Lado, 1964).

From the foregoing, it can be seen that these two subjects-English Language and Literature-in-English are related. The general belief here is that the knowledge of literature prepares the foundation for language learning. Apart from entertainment, literature enhances students general use of language since communication takes place all the time in Literature. Literature helps learners develop their understanding of other cultures, make them aware of the differences in cultures as well as enable them tolerate and understand other peoples cultures. Through literature, universal themes such as love, war, loss, etc. that are not always covered in the language course books are treated. Through literature, the learner achieves the following: cultural assimilation or acculturation; language development and competence; conflict resolution; a good liberal education and development of desired and desirable attributes. There is no doubt that a learner/ student exposed to all the virtues listed above shall be fully integrated into his culture as well as other peoples culture. He should also be fluent in language, having a very wide range of vocabulary at his disposal. From the above, it can be seen that literature has become an important window through which we can reach the stage of fluency in English Language and of course any language.

Realizing the importance of literature, as quoted in Ogunnaike (2002) opined that the two subjects should be integrated since they are inter-related. This perhaps led to the decision of policymakers in education to merge the two subjects at the Junior Secondary School (JSS) level. Thus, the National Curriculum for English Language in the Junior Secondary School has fused the two subjects into one subject named English Studies.

The implication of this is that the English Language teachers in the JSS are now saddled with the responsibility of teaching the new subject (English Studies), which consists of English language and Literature in English. However, this new arrangement is rocked with a number of problems. First and foremost, because there is no specific period allocated to Literature in English on the schools general time-table, the teachers are faced with the problem of balancing the time allocation for the two aspects of the new subject at the junior secondary school level. Secondly, deriving from the first problem, teachers at this level of education, do not normally give enough attention to the literature aspect of the subject in the class as many of them do not even know the rationale for merging the two subjects.

At the Senior Secondary School (SSS) level, Literature-in-English is treated as a separate subject. That is while, English language is made a general subject for all students at this level of education, Literature-in-English is restricted to only Art students, in which case, the Science students are usually made to opt for Geography. To ensure that no student in science class offers Literature-in-English, Geography is made compulsory and it is taken, when Literature-in-English is taken by the Art Students.

This arrangement at the Senior Secondary School level is impacting negatively on the understanding of English Language. This points to the fact that Literature-in-English and English language are twin subjects, which if taught together, would enhance understanding of other subjects and would also widen the scope of reasoning of students in their world view.

language is an instrument of communication, which makes it possible for two or more persons to establish and sustain a relationship, while literature is a means of communication through which peoples culture is transmitted from generation to generation. That is, literature represents a written text about a culture over a period of time, which is preserved as literary heritage. The close connection between literature (cultural heritage) and language is obvious from the fact that the former is usually written in a language. Thus, because of this close link, there is no way the peoples culture (literature) can be separated from the language. From the foregoing, it can be seen that literature, being an aspect of language, is an important factor in the teaching and understanding of language. However, in todays world, language learners see language as a set of transactions, which is different from literature. This belief has precluded learners from seeing language as part of literature. The implication of this is that learning of language as an enterprise is now seen as an uphill task because the literature, which is supposed to provide the rudiments of language, is given secondary role and recognition, which indeed is affecting the proficiency of learners in oral and written aspects of language.

In the light of the above, one can say that literature is language put to use and therefore, should be used in teaching language. What this means is that using literature to teach language will definitely attract some benefits for both the learner and the teacher. The use of literature often promotes motivation in the classroom. Through literature, learners sense of involvement is developed as the affective domain of the learner is strengthened. This domain of the educational development of the learner cannot be taken care of in the English Language course books except in the three genres of literature namely, prose, poetry and drama. According to Mcrae (1991), this emotional involvement also gives the learners the pleasure of using the language imaginatively by making the learner to free towards the target language, which is English Language in the context of this study.

Another benefit from literature is exposing the learner to the culture of the native speakers of the language. Since, literary texts often reflect practices, culture, attitudes and beliefs of the native speakers of the language, the learner has no option other than assimilating the culture. Literature in this context enables the students to develop their own perceptions as to how people of different cultures relate to their experiences and assess them. Such perceptions help students to see the core of human situations that can occur cross-culturally. Through literature, beauty and splendor of nature are enjoyed by the student (reader) as experiences that are not possible in real life situations are gone through imaginarily (Sivasubramaniam, 2006). For example, going through stories filled with images of love, adventure, war, etc., creates an outlet for emotion. This therefore, leads to sharper and deeper real life experiences. These imaginary situations enable the reader (learner) to identify with others and their experiences. It also enlarges the students knowledge of the world. The opportunity so created by the use of literature makes the learner to understand that human nature is multi-dimensional. Literature is of immense help in language learning through extensive reading skills. Reading is the easiest way of bringing the foreign learner into sustained contact with a substantial body of the language. If the piece read is interesting, the language remains in the mind of the reader. The patterns of collocative and idioms are established. Extensive reading widens the horizon of the reader in terms of vocabulary and usage, which invariably promotes the thoughts. There is no doubt that poor development of vocabulary and language skills has seriously inhibited development of excellence in literary studies. It is necessary to point out here that the benefits that could be derived from using literature in a language class should not be limited to the English class. The benefits are achievable in the teaching of other languages such as Yoruba, Igbo and Hausa in the Nigerian context. For instance, a student with Yoruba background studying Igbo language shall benefit a lot by being exposed to Igbo literature. This will no doubt make the Yoruba learner to be culturally assimilated into the Igbo culture.

Despite the benefits that could be derived from using literature to teach language, there could be problems if certain precautions are not taken. Some students find literature very difficult because of the choice of literary texts. If difficult authors are chosen, students will not enjoy reading their works. As Rosenkjar (2007) puts it, the students will rely on word-for-word translation, which is not the way to develop language skills or literary appreciation in students. Therefore, literary texts have to be chosen in such a way that they would capture the interest of the reader (learner). The texts should lead the students to discover language features. They should be chosen to serve as a springboard for creative communicative post-reading activities.

Another problem could be the teaching strategies adopted by the teacher. The manner in which the teacher handles the literature class goes a long way in giving the students the right attitude towards the subject. Ogunnaike (2002) observed that there is no specific method in teaching literature hence, the teacher uses whatever approach/method available to him. The attitude of the teacher as well as his competence in handling the text will determine his output in the class. The teacher, in using literature in his language class, should relate the class activities to real life situations. The class should be made to be lively, interesting and attractive. The teacher should ensure that the students background and culture are taken into consideration, when choosing literary texts. Since literature is language in action, there should be actual reading in the class. Though, extensive reading should be encouraged, which is mainly reading out of interest, intensive reading is required of the students in order to ensure that they understand the text.In order to improve the teaching and learning of literature in schools, the literature curriculum should be designed to reflect the holistic nature of community and national needs as well as the needs of the individual. Equally important is the fact that literature teachers should embrace teaching/learning methodologies that draw from UNESCOs recommendations that encourage active student participation in learning. Teachers should serve as role models in practicing extensive reading as this enhances their knowledge on the dynamics of society. Extensive reading enables both students and teachers to develop a critical, analytical and problem-solving mind; students should also be helped to explore the wealth of oral literature through music, drama and the performing arts.

Part C: (20%) you determine the pages

Prepare a Lesson Plan incorporating Literature in your English class [Even though Literature is not taught as a separate subject in the primary school, there is opportunity for the teacher to integrate Literature in the language classroom]

TitleBears' House Vandalized, Witnesses say Blonde Girl Spotted Fleeing from the Scene!

Date19th March 2015

DayThursday

Subject:English

Class:4 T

Time:0720-0820

Number of pupils:34

Focus:Grammar

Theme:World of Knowledge

Focal Skills:Listening, Speaking, Reading and Writing.

Integrated Skills:1.5.2Listen to simple texts and recall details by answering simple Wh question. 2.14 Ask questions with the correct intonation. 3.4.3 Read aloud poems and simple stories clearly and expressively. 4.8.2 Write simple sentences with word and pictures cues.

Topic:Goldilocks and the Three Bears

On-Line ResourcesPrintable on-line version of the story

Printable template for point form notes ("jot notes")

Printable template for news story leadcolororB&W

Off-Line ResourcesJan Brett's:Goldilocks and the Three Bears

Content Standards:5.1 Able to use different word classes correctly and appropriately

Learning Standards: 5.1.6 Able to use adjectives correctly and appropriately(a) comparative

Objectives:By the end of the lesson, pupils will :(i) write 20-30 words based on Bears' House Vandalizedusing adjectives.

Motivation(15 minutes)Present a Bulletin Board or Table display. Include a picture or book of Goldilocks and the Three Bears, the words Who?, What?, When?, Where?, Why? and How? prominently displayed, newspaper clippings and the headline (title) of our lesson plan ("Bears' House Vandalized...")

Begin the class discussion with a brainstorming session. Ask the children 'What is a newspaper?', 'Why do people read them?', 'What types of things are written in them?', 'Who writes news stories?' Note their answers on the board.

Explain to the children, that a news story is written by a reporter. The reporter interviews people and observes events to answer the questions Who, What, When, Where, Why and How. Reporters call these questions the 5 W's + 1 H and try to include them in each news story.

Show the children a sample newspaper clipping. Point out the headline. Ask the children what the headline does? Does it capture their attention? Does it answer any of the 5 W's + 1H questions? Read the first paragraph. How many of the 5 W's + 1H do you know now? Continue through the article a paragraph at a time until all of the 5 W's + 1H questions are answered.

Write Who:, What:, When:, Where:, Why:, and How on the board. Beside each, write the answer to the question from your sample clipping and where in the news story you found the answer (headline, paragraph 1, paragraph 2). Explain to the children that the first two paragraphs of a newspaper article are called the 'Lead'. Reporters try to answer all 5 W's + 1H within the lead.

OPTIONAL: Read a fairly short version of Goldilocks and the Three Bears to the children to refresh their memory of the story.

Activity(25 minutes)Have the children form pairs. Point out our headline (Bears' House Vandalized...). In each pair, one of the children should act as the reporter and the other should act as a bear. The reporter should interview the bear to discover the answer to each of the 5 W's + 1 H and record the answers in point form. Then the children should switch roles so each has a chance to be the reporter. (Worksheet 1)(Printable template for point form notes ("jot notes"))Once all of the children have their point form answers recorded, have them return to their desks. Ask the children to complete their job as reporters for your class and write the lead to go with the headline. Remind them that the lead should be written in complete sentences with no more than 2 paragraphs.(Worksheet 2)(Printable template for news story leadcolororB&W)

Conclusion(15 minutes)Recreate the point sheet on the board and have the class fill in the answers to the 6 important questions.ORChose a few students to read their news story leads out loud in front of the class.

Short Extension(5 minutes)Have the students imagine they are a police officer reading the interview with the three bears. Provide suggestions for the bears as to what they should do next? How should they prevent these events from happening in the future?

Home WorkExtensionRepeat the process with another fairy tale, for example "Little Red Riding Hood". Have the children invent their own headline this time.

Next DayExtensionIn a news story, the 5 W's + 1 H should be answered right away - either in the headline or in the first two paragraphs of the article. Reporters call this the 'Inverted Pyramid'.Examine an 'Encyclopedia Brown' mystery story. When are the 5W's + 1H answered in this story? How is this different from a news story? Why is it different? Would it be a good mystery story if the 5 W's and 1 H were answered in the first two paragraphs?

Daily reflection The focused skill was writing. Overall, I was quite satisfied with todays lesson because of some reasons. First, the objectives achieved. Pupils were able to write six simple sentences about bears. They were able to describe the characteristic of bears. Second, pupils also were able to complete the worksheet within the time given. By the end of the lesson, pupils passed up their exercise book and I managed to check their work and at the same time corrected their grammar errors right on the spot. Third, pupils behaved and did not make much noise today. They were a few pupils moved around and but they were able to finish and complete the work within the time given. Also, in todays lesson, I used positive reward as a sign of appreciation portraying good behavior. They looked very excited and motivated to answer all question.However, there were some weaknesses identified in the lesson. First, the activity in practice stage needs a little more to involve all pupils in the classroom I noticed only some of them were involved in the activity. The rest of pupils only watched and listened. This should not happened in teaching and learning process because it caused pupils to become demotivated because they thought that the teacher only focused on some pupils.To improve, I will prepare an activity that will involve every pupil in the classroom. I must make sure that the handout given should be sufficient so that every pupil will be able to take part in the activity. Maximum participation is very important to have smooth lesson. When all pupils are working, they can be controlled easily.

Printable on-line version of the storyThe Story of Goldilocks and the Three BearsOnce upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in.

At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl."This porridge is too hot!" she exclaimed.So, she tasted the porridge from the second bowl."This porridge is too cold," she saidSo, she tasted the last bowl of porridge."Ahhh, this porridge is just right," she said happily and she ate it all up.After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet."This chair is too big!" she exclaimed.So she sat in the second chair."This chair is too big, too!" she whined.So she tried the last and smallest chair."Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into pieces!Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep.

As she was sleeping, the three bears came home."Someone's been eating my porridge," growled the Papa bear."Someone's been eating my porridge," said the Mama bear."Someone's been eating my porridge and they ate it all up!" cried the Baby bear."Someone's been sitting in my chair," growled the Papa bear."Someone's been sitting in my chair," said the Mama bear."Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear.

They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed,""Someone's been sleeping in my bed, too" said the Mama bear"Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear.

Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And she never returned to the home of the three bears.THE END

(Worksheet1)

(Worksheet2)

Reference

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