Literature uses language in context. For this reason, it's hard to divorce literature from language. Using novels, short stories, poems and other forms of literature to teach language, is an invaluable and enjoyable experience. Here in Kenya, the Secondary school English syllabus recommends an Integrated approach to teach English. Thus, aspects of Grammar can be taught as they appear in a literary piece. For example, where there are two characters conversing in a story, the teacher can use this dialogue to teach direct and reported speech. The teacher can also use the opportunity of reading a story to teach faster reading, silent reading, reading aloud e,t,c.. Such a story can also afford an opportunity to teach vocabulary and pronunciation. The National Examining Body, The Kenya National Examinations Council, has restructured the exams to reflect this new development of the Integrated approach . One challenge that the integrated teaching approach faces in Kenya is the attitude of the teachers of English, many of whom still view Literature and English language as two separate subjects and therefore teach them separately. Attitude change is needed, especially because available research points to the obvious benefits of an integrated approach to the teaching of English.
Literature is an invariable tool in the teaching of language
How can we save the future of our children without competence in spoken English.? ORELT could be of help
Literature uses language in context. For this reason, it's hard to divorce literature from language. Using novels, short stories, poems and other forms of literature to teach language, is an invaluable and enjoyable experience. Here in Kenya, the Secondary school English syllabus recommends an Integrated approach to teach English. Thus, aspects of Grammar can be taught as they appear in a literary piece. For example, where there are two characters conversing in a story, the teacher can use this dialogue to teach direct and reported speech. The teacher can also use the opportunity of reading a story to teach faster reading, silent reading, reading aloud e,t,c.. Such a story can also afford an opportunity to teach vocabulary and pronunciation. The National Examining Body, The Kenya National Examinations Council, has restructured the exams to reflect this new development of the Integrated approach . One challenge that the integrated teaching approach faces in Kenya is the attitude of the teachers of English, many of whom still view Literature and English language as two separate subjects and therefore teach them separately. Attitude change is needed, especially because available research points to the obvious benefits of an integrated approach to the teaching of English.