Analysis of “Unit 4: Love Reading” of the Textbook Cornelsen G 21 A6

Term Paper (Advanced seminar) , 2012 , 22 Pages , Grade: 1,0

Didactics for the subject English - Pedagogy, Literature Studies

“Reading is like an infectious disease: it is caught not taught. And you can’t catch it from someone who hasn’t got it himself” (Surkamp/Henseler 2).
Although reading is important to develop language skills, the survey PISA 2001 showed that 42% of the German pupils do not think that reading is fun and 31% even think that it is a waste of time. When considering the significance of reading, this is a shocking result. Nevertheless, a reason for this attitude may be the lack of reading motivation among pupils. Developing reading literacy and enjoying reading require the motivation to read. In this context not only the lessons in the mother tongue, but also the teaching of foreign languages must establish this reading motivation and a reading culture.
To prove my thesis, I will first give an overview of reasons for the regained belief that literary texts enrich the teaching of foreign languages and designate arguments for deal-ing with literature in class. In doing so, I will furthermore expose aims and functions of literary texts in the classroom and demonstrate developments and approaches in the teaching of literature. In the following part of my paper, I will have a closer look at the textbook “Cornelsen G21 A6” and its unit “Love Reading” which is about literature and reading. In analyzing this unit, I will examine if the aspects mentioned before have been considered and if the recommended approaches to literary texts have been implemented in this course book. At first the analysis of the unit will refer to its structure, the genres which are introduced and the novel “Looking for Alaska” in particular. Afterwards I will study the tasks set in the unit and methods which were applied. Finally the analysis aims at comparing the learning objectives in the unit to the central standards of the ‘Kernlehrplan English’. In the last part of my paper, I will summarize and evaluate my findings as well as discuss the actual significance of literature in the EFL classroom in reference to the fourth unit of Cornelsen G21 A6.

Contents

1 Introduction

2 Aims and Functions of Literary Texts in the English Classroom

3 Development and Approaches in Teaching Literary Texts

4 Cornelsen G 21 A6: Unit 4 “Love Reading“
4.1 Structure and Genres
4.1.1 The novel „Looking for Alaska“ in the Textbook
4.2 Tasks and Methods
4.3 Aims

5 Conclusion

6 Works Cited

1 Introduction

“Reading is like an infectious disease: it is caught not taught. And you can’t catch it from someone who hasn’t got it himself” (Surkamp/Henseler 2).

Everybody who has made this experience of being infected by reading understands this quote and can probably remember the moment when he or she was literally drawn into a text. Reading an interesting piece of literature is fun, exciting and can enrich your life; reading it in a foreign language has even more benefits: You can develop your language skills in the target language. Besides speaking, listening and writing, reading is one of the four skills which are necessary to acquire a foreign language. It encourages imagination, makes one sympathize or identify with others and broadens the horizon of experience (ibid.). These are just a few reasons why educationalists belief that literature must also be a part of a complete learning experience (Bassnett/Grundy 1).

Although reading is important to develop language skills, the survey PISA 2001 showed that 42% of the German pupils do not think that reading is fun and 31% even think that it is a waste of time. When considering the significance of reading, this is a shocking result. Nevertheless, a reason for this attitude may be the lack of reading motivation among pupils. Developing reading literacy and enjoying reading require the motivation to read. In this context not only the lessons in the mother tongue, but also the teaching of foreign languages must establish this reading motivation and a reading culture. Furthermore EFL classes should facilitate reading enjoyment and familiarity with books and literature in the foreign language and support or stabilize reading habits (Surkamp/Henseler 2). In this connection some teachers argue that because of the stingy syllabus there is no time to read a whole book or story in class and in their opinion not missing, e.g. a grammar-task in the textbook, is more important than dealing with literature. But this practice is doubtful and educators with such an approach forget that language acquisition and the improvement of language skills are inevitably a byproduct of reading and working with literature (ibid. 4). To find a solution out of this problematic situation, a good textbook should contain a unit about literature and reading which helps teachers to motivate learners to study literary texts.

In recent times in most of the textbooks there is such an unit which shows that dealing with literature in the teaching of foreign languages has become considerable again. This change can be referred to altered opinions about the significance of literary texts in general and to the development of new learning objectives. Empathy, the ability to change perspectives and intercultural competences are seen as central educational aims which can be achieved by working with literature (Nünning/Surkamp 12/13).

To prove my thesis, I will first give an overview of reasons for the regained belief that literary texts enrich the teaching of foreign languages and designate arguments for dealing with literature in class. In doing so, I will furthermore expose aims and functions of literary texts in the classroom and demonstrate developments and approaches in the teaching of literature. In the following part of my paper, I will have a closer look at the textbook “Cornelsen G21 A6” and its unit “Love Reading” which is about literature and reading. In analyzing this unit, I will examine if the aspects mentioned before have been considered and if the recommended approaches to literary texts have been implemented in this course book. At first the analysis of the unit will refer to its structure, the genres which are introduced and the novel “Looking for Alaska” in particular. Afterwards I will study the tasks set in the unit and methods which were applied. Finally the analysis aims at comparing the learning objectives in the unit to the central standards of the ‘Kernlehrplan English’. In the last part of my paper, I will summarize and evaluate my findings as well as discuss the actual significance of literature in the EFL classroom in reference to the fourth unit of Cornelsen G21 A6.

2 Aims and Functions of Literary Texts in the English Classroom

During the last 20 years the teaching of literature in foreign language classes has experienced an enormous boost resulting from several factors and developments. Some arguments for the use of literature in classroom have already been mentioned in the introduction, but there are other important reasons to add.

Collie and Slater give answers to a fundamental question, which critics of literature classes often pose:

“Why should a language teacher use literary texts with classes, especially if there is no specific examination requirement to do so and little extra time available?” (Collie/Slater 3).

This is an essential question which has to be answered before any meaningful discussion about the place of literature in the teaching of foreign languages or the relationship of literature and language can take place. There are several ways of dealing with this issue: Whereas Collie and Slater concentrate on four main arguments when defending the use of literary texts in EFL classes, Carter and Long list three key models (language model, cultural model, personal model) and Thaler points out six rationales (language development, intercultural learning, personal enrichment, motivational value, interpretational openness, social prestige) to promote literature in classroom.

Also focusing on four central arguments, one of the reasons for teaching literature in class might be that literary texts provide authentic material for language teaching as well as interesting and therefore motivating content matter (Müller-H./Schocker-v.D. 120). Literature is authentic since most works are not written for the specific purpose of teaching a language, as Thaler points out:

“Integrating literature in the EFL classroom supports language learning, as literary texts are genuine samples of a wide range of styles and text types at all levels of difficulty.” (Thaler 23).

Therefore recent course books have implemented many authentic samples of literary works and expose students with a language that is genuine and realistic. When reading this authentic material, learners have to deal with a language that is designed for native speakers. Hence, they become familiar with many different linguistic uses, forms and conventions, such as irony, exposition, argument and narration. As a result learners do not only improve their language skills and enhance their vocabulary, they also deepen their understanding of life in the country where the target language is spoken and obtain cultural information (Collie/Slater 3/4).

This leads to the next argument for the use of literary texts in EFL classes: Cultural enrichment is also seen as a benefit of working with literature in the teaching of foreign languages. Reading literature from another country opens the window to the world, may contribute to mutual understanding between the members of different countries and therefore supports intercultural learning (Thaler 24). Students who are not able to visit a country where the target language is spoken, have an option to gain an understanding of the life in another culture. In this context, authentic radio programmes, films and videos, as well as literary texts convey an impression how life is like in the target country and represent a rich resource for intercultural learning (Müller-H./Schocker-v.D. 121).

Although the ‘world’ of a literary work is a created one, the vivid imagined description can give a foreign reader an insight into the lifestyle and habits of a foreign society. Carter and Long use a cultural model to explain the advantages of literature according to cultural learning. They underline these benefits since literary texts represents “accumulated wisdom, the best that has been thought and felt within a culture” (Carter/Long 2). Referring to this cultural model, literature expresses the most significant ideas and sentiments of human beings. In their opinion, teaching literature within such a cultural model enables learners to understand, perceive and appreciate cultures, traditions and ideologies in the heritage the literature of such cultures endows different from their own in time and space (Carter/Long 2). In sum, literary texts can serve as a supplement to other materials in increasing the foreign learner’s insight into the country in which the target language is spoken (Collie/Slater 4).

Another benefit of literature is that it can be helpful in fostering the personal involvement in readers and help them to take over different perspectives. Collie and Slater argue in this context, that the process of learning is very often analytic and piecemeal and at the level of personality and personal involvement only superficial (Collie/Slater 5). The personal growth model of literature teaching aims at helping students to achieve an engagement with the reading of literary texts. The teacher’s success in doing so cannot be tested in examinations but be measured by the extent to which learners deal with literature beyond the classroom. In such cases the teacher will have imparted a lasting pleasure and enjoyment in reading as well as a deep satisfaction in a continuing growth of understanding (Carter/Long 3). When engaging imaginatively with a carefully chosen literary texts to which students can respond, the learner’s attention is drawn beyond the mechanical aspects of the foreign language system which can be highly motivating. Since it is a welcome change from everyday class routine, literary texts may raise interest and suspense plus contain a motivational value (Thaler 24). Students become personally involved in a story and pinpointing what individual words or phrases may mean becomes less important than following the plot of the text. The reader opens up new horizons, poses vital questions and may sympathize with certain characters when sharing emotional responses (Collie/Slater 5/6). Carter and Long even underline the significance of literary texts to the learner’s personal growth and extend the personal benefits literature can have on learners: Helping students to read literature more effectively is also helping them to grow as individuals as well as in their relationship with people and institutions around them (Carter/Long 3). Literary texts enhance learners in a personal way and language learning becomes a byproduct, the learners are drawn into a book and do not even recognize that they improve their language skills.

In this context, Collie and Slater mention the last and maybe most obvious reason for using literature in EFL classes: language enrichment. If the literary texts used in class are well-chosen by the teacher, they provide a rich context in which new phrases can be learned and lexical or syntactical items are made more memorable. In reading a literary text, students gain familiarity with different features of the written language which broaden and enrich their language skills, such as the formation and function of sentences, the variety of possible structures and different ways of connecting ideas. Working with literature improves the basic skills and competences of language learning, because besides reading, listening and mediating abilities, writing skills are improved since a piece of literature can serve as an excellent prompt for oral work and enhance communicative competences. Furthermore linguistic domains, such as lexis, grammar and pragmatics, benefit from literature as the literary language offers a huge variety and extends the student’s awareness of different registers or the range of language in general (Thaler 23/4): The language of literary works is sometimes not typically the language of daily life, that becomes clear when reading a work from a historical period, e.g. a Shakespearean play (Collie/Slater 4/5). But the language used in a literary text can be elaborate, marvelously simple or even figurative and ambiguous, so that new dimensions are experienced and an unexpected density of meaning can be found (ibid.). Literature can be an instrument in connection with the teaching of specific vocabulary, structures or for language manipulation. But Carter and Long call attention not to misunderstand the nature of language in literature when working with literary texts: The use of literature should not result in mechanistic and demotivating teaching practices which substitute language activities in place of a genuine engagement with the text. Such a form of teaching would cause detrimental effects and spoil any pleasure a poem or a story might have given the learners. When a language model is applied in the EFL classroom so that the aim of working with literature is to improve language skills, the main impulse language-centred literature teaching should have is to help learners to find ways into a text in a methodical way (Carter/Long 2).

In sum, it can be said that when a literary text is well-selected and the process of working with it is kept varied and interesting plus lets the learners feel that they take possession of a previous unknown territory, literature can have beneficial effects upon the whole language learning process. By the help of literature both extensive reading and efferent reading can be supported which on the one hand facilitates the learner’s receptive vocabulary and its transfer to a more active form of knowledge and on the other hand trains the technique of scanning and skimming (Collie/Slater 4). Moreover literary texts can serve as prompts for many oral and written activities because they are open to multiple interpretation means. Only rarely will the understanding of a texts or the reaction to a given passage be identical, so the gap between two interpretations can be bridged by genuine interaction and various other language skills can be developed (Parkinson/Thomas 11). Literature demands a personal involvement and asks for individual responses because of its interpretational openness. At a productive level, motivated students of literature can become more creative and adventurous in the use of literary texts. When they start to appreciate the richness and variety the language of literature offers, learners can be encouraged to use some of that potential themselves while writing a text or using their language skills (Collie/Slater 5/6). This process should be the overall aim of using literature in class since it includes all the aspects mentioned before: Learners of a foreign language should derive the benefits of working with literature for their language improvement within the context of suitable literary works which facilitate personal involvement and intercultural learning (ibid. 10).

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• College: Ruhr-University of Bochum (Englisches Seminar)
• Course: Literaturdidaktik
• Grade: 1,0
• Author: Anna Wertenbruch (Author)
• Publication Year: 2012
• Pages: 22
• Catalog Number: V208451
• ISBN (eBook): 9783656359074
• ISBN (Book): 9783656359708
• Language: English
• Tags: Lehrwerkanalyse, Lehrwerk, Englischbuch, Cornelsen