This term paper will take several questions into account by starting off with a general definition of the terms ‘Literature, Language and Cultural Awareness’ as they are the basis for talking about literature and literary texts. Afterwards, a precise definition of the terms will follow before the consequences for the EFL classroom will be mentioned which lead to a text example that shows how one can teach the aspects that have been mentioned before and why it is important to teach students literature at all. The text shows that students need to understand other cultural backgrounds in order to understand the whole text since we do not have the expression ‘hills like white elephants’ in Germany. As a result, this text is a good example for showing how important language and cultural awareness are in order to understand literary texts in the EFL classroom. When we talk about literature in the EFL classroom, we should first of all ask ourselves what we need to take into consideration in general when we want to deal with literary texts in the EFL classroom. Some questions arise like why one should teach literature in the EFL classroom and what kind of literature needs to be taught. It is important to read literary texts in the EFL classroom because the curriculum says that teachers should deal with different countries and cultures by presenting people in real life situations. Therefore, they should mostly use authentic material in order to build a connection to the student’s world. The teacher should be careful in choosing texts for the EFL classroom because the texts need to be suitable for the class in order to let the students work with them.
Table of Contents
1. Introduction
2. Definition of ‘Literature, Language and Cultural Awareness’
2.1. Literature
2.2. Language Awareness
2.3. Cultural Awareness
3. Consequences for the EFL Classroom
4. What can be done with the Short Story?
4.1. Pre-Reading Activities
4.2. While-Reading Activities
4.3. Post-Reading Activities
5. Possible Tasks
5.1. Possible Answers
5.2. The Relation of the Story to Language and Cultural Awareness
6. Outlook
7. References
8. Appendix
Objectives and Topics
The main objective of this work is to explore how literary texts can be effectively integrated into the EFL classroom to foster both language and cultural awareness. By analyzing Ernest Hemingway's short story "Hills Like White Elephants," the paper examines how students can be guided to navigate complex cultural contexts and linguistic nuances to derive deeper meaning from authentic texts.
- The theoretical definition of literature, language, and cultural awareness in educational contexts.
- Methodological approaches to teaching short stories through pre-, while-, and post-reading activities.
- The implementation of task-oriented and cooperative learning strategies in the classroom.
- The analysis of literary texts as a means to promote intercultural competence and empathy.
Excerpt from the Book
Hills Like White Elephants
The hills across the valley of the Ebro were long and white. On this side there was no shade and no trees and the station was between two lines of rails in the sun. Close against the side of the station there was the warm shadow of the building and a curtain, made of strings of bamboo beads, hung across the open door into the bar, to keep out flies. The American and the girl with him sat at a table in the shade, outside the building. It was very hot and the express from Barcelona would come in forty minutes. It stopped at this junction for two minutes and went on to Madrid.
"What should we drink?" the girl asked. She had taken off her hat and put it on the table.
"It's pretty hot," the man said. "Let's drink beer."
"Dos cervezas," the man said into the curtain.
"Big ones?" a woman asked from the doorway.
"Yes.Two big ones."
The woman brought two glasses of beer and two felt pads. She put the felt pads and the beer glasses on the table and looked at the man and the girl. The girl was looking off at the line of hills. They were white in the sun and the country was brown and dry.
Summary of Chapters
1. Introduction: Discusses the general necessity of teaching literature in the EFL classroom and the importance of using authentic material to connect with students' worlds.
2. Definition of ‘Literature, Language and Cultural Awareness’: Provides a theoretical foundation for the three key terms and explores their significance in shaping students' perceptions of language and culture.
3. Consequences for the EFL Classroom: Explains the pedagogical implications, emphasizing the need for intercultural communicative competence and the teacher's role in evoking student interest.
4. What can be done with the Short Story?: Details practical creative approaches including pre-reading, while-reading, and post-reading phases to engage students with Hemingway's text.
5. Possible Tasks: Offers concrete classroom exercises and detailed answers/interpretations to help students analyze characters and cultural subtexts.
6. Outlook: Summarizes the importance of encouraging students to speak freely and develop personal identification with literary characters to broaden their horizons.
Keywords
EFL classroom, Literature, Language Awareness, Cultural Awareness, Intercultural Competence, Hills Like White Elephants, Ernest Hemingway, Short Story, Pedagogy, Creative Approach, Task-oriented, Foreign Language Acquisition, Stereotypes, Critical Language Awareness, Intercultural Communication.
Frequently Asked Questions
What is the primary focus of this academic paper?
The paper examines how literature can be utilized in English as a Foreign Language (EFL) classrooms to improve students' linguistic skills and cultural understanding.
What are the core thematic pillars of the work?
The core themes include the definition of literacy and awareness, the practical application of teaching methodologies for short stories, and the promotion of intercultural competence.
What is the central research objective?
The goal is to demonstrate how teachers can use specific texts, like Hemingway's "Hills Like White Elephants," to help students navigate cultural differences and develop a deeper, more critical understanding of language usage.
Which teaching methodologies are recommended?
The author advocates for a task-oriented approach, utilizing cooperative learning through pre-, while-, and post-reading activities.
What does the main body cover?
It provides theoretical definitions, classroom consequences, practical task ideas, and a detailed analysis of how language and culture intersect within the chosen short story.
Which keywords best describe this study?
Keywords include EFL classroom, cultural awareness, intercultural competence, and pedagogical approaches to literature.
Why is "Hills Like White Elephants" a suitable text for this study?
The text is highly suitable because its subtext—the couple's crisis—requires readers to look beyond literal translations, thereby demanding the application of cultural and language awareness to be fully understood.
How does the author suggest dealing with student stereotypes?
The author suggests using classroom activities where students analyze the origins of their stereotypes about other cultures to realize that these assumptions are often invalid and can lead to misunderstandings.
How does the text define the 'third domain' of language learning?
Drawing on Kramsch (1993), the 'third domain' is a perspective reached when students learn about a foreign culture, allowing them to see both the target culture and their own culture in a new, reflective light.
What is the role of the teacher in this pedagogical framework?
The teacher acts as a facilitator who provides necessary background knowledge, encourages curiosity, and creates tasks that allow students to explore texts and their own cultural perspectives in a supportive environment.
- Quote paper
- Susanne Flohr (Author), 2007, Teaching Literature: Language and Cultural Awareness Using the Example of "Hills Like White Elephants", Munich, GRIN Verlag, https://www.grin.com/document/142930
