Revista simpozionului Eficiență și calitate în educație - 19 mai 2017 Eficiență și calitate în educație | Page 56

significant part of a foreign language teaching program, offering various approaches that
will further students’ competence in the four basic areas of language mastery.
The Rationale for Designing an Optional Course of English Literature in a
High School Language-based Class
The justifications mentioned previously represented the starting point in my decision
to design an optional course of English literature in a language-based class at the level of
the high school where I am currently teaching.
The fact that literature is kept off the syllabus made me realize how important the
implementation of such an optional course would be, for language and literature go hand
in hand in the direction of enhancing students’ competence in English.
Literature should be regarded as a valuable resource of motivating material and as
a bridge to provide access to cultural background, to encourage language acquisition, to
spark students’ interest into discovering aspects of different cultures and attitudes
circulating within a particular society, to expand students’ creativity and interpretation skills
based on text analysis and to present students with the literary conventions governing a
certain text. In addition to this, literature encourages students to engage intellectually,
linguistically and emotionally with various literary genres, enhancing their critical thinking
and fostering new attitudes and values generated by a particular context.
As far as the four language skills are concerned, literature exposes students to
authentic material in the form of vocabulary and thus, communicative skills are developed
(Listening and Speaking); it provides a good model for writing, enhancing productive skills
(Writing) and totally involves students with the text, and thus, receptive skills are
developed (Reading). In this respect, literature can be rewarding in a language-based
class even if there is no specific examination requirement, in the form of a compulsory
literature exam at the end of a semester or a school year, the ultimate goal being the
development of students’ language competence.
My reasons, as an English teacher, for introducing an optional course of literature
in a high school language-based class are manifold. Firstly, I am a reader myself and I
would love to share with my students the enthusiasm and pleasure in reading fiction.
Secondly, literature opens up new opportunities towards cultural awareness and personal
growth. Thirdly, literature is a valuable resource to develop language and literary
competence. Last, but not least, literature can build bridges between students’ background
in their native language by revisiting literary terminology together with other aspects
involved in the studying process.
All these considered, English teachers should pay attention to the need to value
“the coming back” of literature in a language-based class on the grounds of the following
benefits: providing authentic material and access to cultural background, encouraging
language acquisition, expanding students’ language awareness, developing students’
literary skills and educating the whole person.
Bibliography:
Banegas, D. The Role of Literature in ELT – Part One http://www.teachingenglish.org.uk
(last accessed 1 May 2017)
Carter, R. and Michael N. Long, Teaching Literature. England: Longman Group UK
Limited, 1991.
Cuddon, A.J. Dictionary of Literary Terms and Literary Theory. England: Penguin Books,
Third Edition, 1992.
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