Autochthonous Literature in Fuegian Classrooms
Outline
I.
Introduction
A.
Research problem
B.
Research questions
C.
General objective
D.
Specific objectives
E.
Delimitations and limitations
II.
Literature Review
.
Annotated bibliographies
III.
Methods
.
Participants
A.
Materials
B.
Procedures
IV.
References
Introduction
Research Problem
The implementation of
literature to foster foreign language learning in the language classroom has
always been recommended and it is gathered as a sensible supplementation to the
contents outlined in national curricula across our country. The reasons why literature
is beneficial for language learning purposes are varied; students can be
exposed to complex and diverse themes, it allows the encountering of new
cultures, customs and traditions and, by exposing them to different types of
literary texts they can experience a wide variety of genres, from which they
need to infer meaning and interpret different points of view. In short,
literature can positively contribute to critical thinking development.
According to Lazar (2013),
including literature is working with motivating material as it exposes students
to actual use of the language; and when these materials are appropriately
chosen, they may feel what they do is significant to their own lives. For this
reason, literature can also promote language acquisition because of the
inclusion of “meaningful and memorable contexts for processing and interpreting
new language” (Lazar, 2013, p.17).
Taking Lazar’s (2013) idea
into account, creating lessons in which literature is used significantly and
meaningfully is the salient aim. However, even though literature gives access
to different cultures, the uses of literature may also foster regional identity
and this has not been extensively exploited in the schools of the province of
Tierra del Fuego, Argentina. This province has been the destiny of many
countrymen seeking for better opportunities. Yet, the identity of the modern
Fuegian citizen has been difficult to outline due to constant internal
immigration and emigration as well.
Research questions
In the light of empowering
a sense of Fuegian identity, how can we enhance EFL learning by introducing
regional literature in state-run secondary schools in our province? In what
ways can we assess the effects of introducing these kinds of literary works to
14 to 17-year-old students? How does cultural awareness through foreign
language learning contribute to the development of Fuegian identity in these
particular students?
General objective
The objective of this paper
is to identify the effects of introducing Fuegian literature in the EFL
classroom in state-run secondary schools from the province of Tierra del Fuego;
particularly in the cities of Rio Grande and Ushuaia.
Specific Objectives
In combination with the general objective, we
shall describe the results of using local literature as a resource for teaching
EFL and assess the effects of introducing it in the EFL context.
Delimitations and
limitations
This action research will
be carried out in two secondary school courses from two different cities of
Tierra del Fuego: Rio Grande and Ushuaia. While these two cities are
geographically different, they both are constantly receiving internal
immigrants from different parts of Argentina who bring their own cultural
traditions and realities, providing new insights to the local diversity.
Consequently, the level of proficiently of these students may vary
significantly and there will be instances where leveling and adapting materials
will be absolutely necessary in order to continue with the research.
Despite the objective of
this research is to identify and assess the effects Fuegian literature can have
on the EFL classroom, some limitations may arise while conducting the study.
One of these may be the amount of time devoted to Foreign Language learning in
state-run schools: three 40-minute periods per week, which are not usually
enough to cover the content already planned according to the province’s
curricular design. Additionally, classes may add up to twenty-five students
each and the size of the group will determine the development and
implementation of the lessons devoted to the research. Moreover, as the study
will be carried out in two different cities by two different teachers of
English, collaboration and cooperative work may also involve timing
discrepancies and unpredicted last-minute adjustments.
Considering the Literature
available, it may not be found translated into English or it may not be of
interest to our students. In addition, the adaptations of the material should
be done under careful scrutiny as the main message of the literary work could
be altered. An interdisciplinary work together with the tutors of the Geography
and History areas will be necessary so that to aid students in the
understanding of new vocabulary as most of Fuegian literature are myths that
relate to nature and civilization efforts in the island.
Literature Review
Annotated bibliographies
Collie, J.
& Slater, S. (2011). Literature in the Language Classroom: A
resource book of ideas and activities. Cambridge: Cambridge University
Press.
Collie and Salter explore
the reasons supporting the inclusion of literature in the language classroom;
the rationale provided traverses the ten chapters that constitute this book
which is divided into three sections: part A; why, what and how to teach
literature, part B; activities and worksheets to implement in the classroom,
and part C; illustrating how the proposals of part B can be applied to
particular literary genres such as novels, plays, short stories and poems.
The authors offer a wide
range of possibilities to work in the classroom; they claim they have all been
carried out successfully in real language teaching settings. All of the classes
and activities presented are aimed at intermediate level students and up; there
are not, however, suggestions for lower levels or propositions on how to adapt
the materials in such cases.
Giuria,
G.(2015). Teaching Literature in the ESL Classroom. A Qualitative Study on
Teachers' Views of Literature in an Upper Secondary School Environment in
Southern Sweden. LUP ID:8596984. Lund, Sweden: Lund University
Giura presents a
qualitative study that took place in two secondary schools from Sweden and her
aim is to explore teachers’ objectives regarding the introduction of literature
in the language learning classrooms of upper secondary schools, the
implications for the schools’ curricula, the influence that teachers’ point of
views regarding the uses of literature may have in their practices and the role
of literature in the ESL classroom. The latter aspect is expanded into three
different fields in which literature has a specific role, literature for
language improvement, for knowledge of the world and other cultures, and for
personal growth. Results show teachers’ views regarding literature strongly
influence the selection of the materials, the progression of the lessons and
the assessment of the students’ work.
This piece of work gives
interesting information regarding how teachers tend to work with literature in
the classroom and it presents several gaps that future teachers can fill with new
and innovative ways to include literature in the ESL classroom.
Gómez Rodríguez, L. F. (2015). La
influencia del texto literario en el aprendizaje del inglés como lengua
extranjera: de la teoría a la práctica. Forma y Función, 28(2), 83-109.
Describes an exploratory study run in a Colombian university. This work
derives from a second phase of an investigation that took place in a
state -run university of Bogotá, Colombia, in 2011“La inclusión de la
literatura multicultural en la enseñanza del inglés como lengua extranjera: una
convergencia pedagógica para desarrollar la competencia comunicativa
intercultural”. It focuses on
the implementation of authentic literary texts in a group of undergraduate
students of English as a foreign language and it depicts how literature
influences foreign language learning. The study presents the readers with the
resulting benefits of including literary texts and it invites teachers and
student teachers to enter the world of literature in the language learning environment.
This study also paves the way for future investigations in the field.
Lazar, G.
(2013). Literature and Language Teaching: A guide for teachers and trainers.
Cambridge: Cambridge University Press.
Lazar describes the
benefits of including literature in the language classroom and offers a wide
range of tasks and guidelines for both teachers and trainers. The author also
looks into different approaches to including literature with learners and
suggests varied criteria for assessing materials for classroom use.
This book includes distinct
chapters devoted to different literature genres: novels and short stories,
poetry and plays, as well as materials design together with suggested
activities for the classroom. There is also a chapter assigned to reflecting
upon the lesson along with another chapter in which the author proposes
establishing a self-access literature centre. Any teacher who wishes to include
literature in their lessons will find this book resourceful and encouraging.
McKay, S. (1982). Literature in the ESL Classroom. TESOL
Quarterly, 16(4), 529-536. Retrieved from:
http://www.u.arizona.edu/~jcu/nos/LitinESL.pdf
McKay examines the
arguments for and against of using literature in ESL classrooms. Then, she
examines the implementation of literature under the scope of language use and
language usage according to Widdowson (as cited in McKay, 1982) and how these
two interact and may benefit the students’ learning process. She resorts to
Rossenblatt’s (as cited in McKay, 1982) distinction between efferent and
aesthetic reading, the latter involving the interaction between the reader and
the text: what happens during the actual reading of literary works.
The author then discusses
how oversimplification of literature may hamper use of language, cohesion and
readability. McKay concludes the real success of including literary genres lies
in the selection of materials, ways of application, readability and theme of
the pieces selected.
Methods
Participants
Participants will be
selected from two cities: Río Grande and Ushuaia. In each case, the selection
will be of one group of students belonging to state-run secondary schools; an
attempt will be made at deciding on same age groups among 3rd, 4th and 5th
years of the E.S.O. taking into account the contents concerned during those
years regarding aspects of language use.
Materials
The type of activities will
be implemented and/or adapted according to suggestions by Lazar (2013) and
Collie and Salter (2011). The literary material will be selected according to
level of complexity and readability among the resources available in English
and in case of using works which are in Spanish or the vernacular of Yamana
and/or Shelk’nam peoples, the sources will be translated into English. In
addition to the literary bibliography students will work with, selected
activities, tasks and project works will be designed for the groups, taking
into consideration students’ needs, learning skills and interests on the topic.
Assessment of the process and progression of the students’ interaction with the
material will take place with a portfolio and through the socialization of the
results and achievements gained throughout the lessons. Moreover, observation
grids will be designed containing the necessary criteria for the assessment of
the objectives proposed.
Procedure
A set of lessons will be
planned in order to work with Fuegian literature in both settings.
Nevertheless, adjustments and adaptations may occur since the particularities
of each group may vary and the group’s needs may demand different approaches to
literature or tasks. Assessment and observation will be based on the same
principles and on a constant basis. Around six to eight lessons of 40 and 80
minutes would be necessary and students will have to work individually, in
groups and in pairs. The whole working process will be arranged following the
communicative approach throughout a task based method.
Both teachers involved in
this action research will keep journals for self reflections as well as a
teaching assessment instrument.
References
Giuria, G.
(2015). Teaching Literature in the ESL Classroom. A Qualitative Study on
Teachers' Views of Literature in an Upper Secondary School Environment in
Southern Sweden. LUP ID:8596984. Lund, Sweden: Lund
University
Gómez Rodríguez, L. F. (2015). La
influencia del texto literario en el aprendizaje del inglés como lengua
extranjera: de la teoría a la práctica. Forma y Función, 28(2), 83-109.
Collie, J.
& Slater, S. (2011). Literature in the Language Classroom: A
resource book of ideas and activities. Cambridge: Cambridge University
Press.
Lazar, G.
(2013). Literature and Language Teaching: A guide for teachers and trainers.
Cambridge: Cambridge University Press.
McKay, S.
(1982). Literature in the ESL Classroom. TESOL Quarterly, 16(4),
529-536. Retrieved from:
http://www.u.arizona.edu/~jcu/nos/LitinESL.pdf
