Literature and language teaching : a guide for teachers and trainers

1. Using literature in the language classroom: The issues

1.1. What is literature?

1.3. The reader and the text

1.2. What is distinctive about the language of literature?

1.4. Literary competence and the language classroom

1.5. Why use literature in the language classroom?

2. Approaches to using literature with the language learner

2.1. An overview

2.2. A language-based approach to using literature

2.3. Stylistics in the classroom

2.4. Literature as content: How far to go?

2.5. Literature for personal enrichment: Involving students

2.6. The role of metalanguage

3. Selecting and evaluating materials

3.1. Selecting texts

3.2. Evaluating learning materials which make use of literary texts

4. Reading literature cross-culturally

4.1. Being a student

4.2. A consideration of cultural aspects in texts

4.3. Strategies for overcoming cultural problems

5. Materials design and lesson planning: Novels and short stories

5.1. Writing your own story

5.2. Distinctive features of a short story

5.3. Anticipating student problems when using a short story

5.4. Planning a lesson for use with a short story

5.5. Further tasks and activities for use with a short story

5.6. Designing your own materials for use with a short story

5.7. Using novels in the language classroom

6. Materials design and lesson planning: Poetry

6.1. Putting a poem back together again

6.2. What is distinctive about poetry?

6.3. Why use poetry with the language learner?

6.4. Exploiting unusual language features

6.5. Helping students with figurative meanings

6.6. Using poetry with lower levels

6.7. Using poetry to develop oral skills

6.8. Using a poem with students at higher levels

6.9. Anticipating student problems

6.10. Further tasks and activities

7. Materials design and lesson planning: Plays

7.1. What is distinctive about plays?

7.2. The language of a play

7.3. The performance of a play

7.4. Why use plays in the language learning classroom?

7.5. Using play extracts to think about language in conversation

7.6. Using play extracts to improve students' oral skills

7.7. Using play extracts with lower levels

7.8. Anticipating student problems

7.9. Further activities for play extracts

7.10. Using a whole play with students

8. Reflecting on the literature lesson

8.1. Thinking about observation

8.2. General observation of the literature lesson

8.3. Micro-tasks for reflecting on specific areas of teaching

8.4. Observing a student

8.5. Other ways of monitoring your teaching

9. Literature and self-access

9.1. What is a literature self-access centre?

9.2. Why have a literature self-access centre?

9.3. A simulation: First meeting for planning and setting up a literature self-access centre

9.4. Second meeting for setting up a literature self-access

9.5. Setting up a literature self-access centre: A case study

9.6. Worksheets to guide students in their reading

Appendix: Eveline by James Joyce