INTRODUCTION
In one of the units earlier treated, we delved into the definition of literature and its characteristics. Also, we have dealt with African literature and the Second Language issue. Having touched on these, it is pertinent to go practical i.e to go pedagogical in handling literature in English as a second language. Literature in English as a second language has to be taught effectively because this will widen the horizon of the students taught and their creative ingenuity will be improved.
In this unit therefore, attempt will be made to explain the purposes and approaches to literature teaching. The criteria for text selection and means by which students understanding can be assessed will also be highlighted.
3.1 Purpose of Teaching Literature in English as a Second Language
The teaching of literature in English in a second language situation is an arduous task. The language in which it is written is originally a foreign language to us and as such, one has to be cautious in the teaching of the subject.
I want you to be informed that at the general level, the purposes of literature teaching are to transmit the people’s cultural values, to help in the development of character, to help readers to cope with modern life, to educate and to develop one’s critical thinking.
Again, I want you to look at the specific purposes for the study of literature in a second language situation. The major purpose here is the promotion of competence in the use of the second language. The link with language is an important factor in the study of literature and this link is an important channel for widening one’s knowledge, developing critical thinking processes and awareness in all spheres of life.
3.1.1 Techniques for Developing the Teaching of Literature
You should know that the study of literature is more of a linguistic task for the second language student than for those who have English as their first language. To teach literature prose, poetry or drama, there must be good and adequate planning. Reading helps to familiarise one with the text and it develops the skills of the readers. So, in addition to factual questions, high ability questions should be asked. These lead to analysis, evaluation and appreciation of the text.
Teachers should not limit themselves to a particular genre and to generate interest in the different types of literature, the teacher should ensure that materials are appropriate to the student’sbackground.
Literature, as we know, is language put to use, it is language effectuated and as a result, it must be properly handled. Various approaches that will elicit positive effects must always be used. This will improve the learners’ knowledge of literature, his use of English as a Second Language.
Self-Assessment Exercise
1. State and explain the purposes of teaching literature in English as second language in Nigeria today.
3.2 Criteria for Selection of Texts in a Second Language Situation
It should be clear to you that the teaching of literature as a Second Language is a vital issue in Nigeria today. As a result of this, attention must be paid to ensure proper selection of texts to be used.
Before selecting a literature text, we must focus on the relevance of such a text. Such a text must cater for both the psychological and the linguistic needs of second-language students.
Another criterium that should be looked into in the selection of literature text that would be used is the psychological stage of development that is in correspondence with the age of the students. Materials should then be selected in accordance with the readiness of students to cope with the issues involved. E.g. age, maturity, intelligence level etc. should be considered
You should also know that selection of literature texts should not be based only on psychological but also on linguistic factor. Readability should be the basic linguistic factors. The text selected should not be too difficult for the groups that will read such a text. Literature should not be presented to students as puzzles but as something of enjoyment.
Self-Assessment Exercise
1. Give and explain three out of many factors that should be considered in the selection of literature texts in Nigeria.
3.3 Evaluation in the Teaching of Literature as a Second Language
In this section, the language factors are basic in assessment just as they are in teaching interpretation of literature. Three major issues, according to Williams (1990) should be taken into consideration when evaluating the teaching of literature. These issues include comprehension, analysis and response sophistication.
Comprehension is a very important factor of interpretive ability. This is because comprehension of literature texts calls for the ability to integrate lexical items and grammatical information so as to arrive at the deserved meaning. Open-ended questions can be asked and at times the multiple choice format can also be used to find out the level of comprehension.
In the areas of analysis, the interpretation of the text should go beyond the ordinary recognition of literary meaning. The responses of the students should focus on their abilities to make explicit analysis of the author’s work and method. The analysis will take care of literary devices like plot, characterization, language and style.
For response sophistication, a sophisticated reader should be able to suspend judgement that is purely personal. Focus should be on the work of the writer. Personal reactions and emotions should be done away with and they should not interfere with the analysis or interpretation of the text understanding. The interpretation should be objective.
With the discussion above, you will understand that much needs be done in the teaching of literature in English as a second language. Much attention should be on the central message of the text under study. This central message is the theme. Other attendant issues that have been touched on earlier can then come in. When these are marshalled properly, than the objectives of the teaching would have been achieved.
Self-Assessment Exercises
1. If you are asked to assess works of literature in English in a second language setting, what will be your guide in the assessment?
4.0 CONCLUSION
It should be made abundantly clear that the teaching of literature in English in a second language situation is an onerous task, more so when the work is produced in English, a second language. Two things are to be grappled with and these are linguistic factor and the literary factor. One should not lose sight of the knowledge of the language that is used as the vehicle that will convey the needed message. The beauty of the literary work should also be looked into. Whatever genre it is-be it prose, drama or poetry, adequate comprehension that will lead to objective analysis is imperative.
5.0 SUMMARY
In this unit, focus had been on the teaching of literature in English, particularly in a second language situation. Our focus has been on the purposes of teaching literature in English taking into consideration the second language issue. Once purposes are identified, one has a focus.
Again, the unit has touched upon some of the techniques that might guide or develop the teaching of literature in a second language situation. We have also mentioned some notable criteria that can guide the selection of literary texts that should be used. Also, the understanding of a literary text has to be assessed so as to know whether or not the text has been comprehended. The unit has therefore given us some clues on the teaching of literature in English in a second language situation like Nigeria.
6.0 TUTOR-MARKED ASSIGNMENTS
1. What factors are to be considered in the teaching of Literature in English as a second language?
2. Justify the assessment of the students’ performance in literature in English.
7.0 REFERENCES/FURTHER READINGS
Moody H.L.B (1971) The Teaching of Literature in Developing Countries. London: Longman.
Moody H.L.B (1972) The Study of Literature (literary studies andcreative writing) London: George Allen and Unwin Ltd.
Williams, D (1990) English Language Teaching: An Integrative
Approach Ibadan: Spectrum.
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