IEPIS Newsletter - December 2014 (Plain Text Version)
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In this issue: |
MAINE LITERATURE PROJECT
For our IEP program I wanted to approach putting together materials for our Maine History and Culture class in a new way by using authentic texts which would offer opportunities for developing written response while conveying a sense of place about Maine. Sometimes it can be difficult to find good materials to use in an ESL classroom. Children’s literature is great, but it can be tricky to motivate adult learners with something they find childish. In contrast, materials designed for English language learners may contain more sophisticated topics but texts can end up feeling artificial. If carefully chosen, properly supported with prereading preparation and discussion during the reading, teachers can use authentic materials that will engage a mature audience. A good reference for this type of project is Susan Kelly’s (2010) article “Curiosity Didn’t Kill This Cat: Studs Terkel for English.” Kelly describes how she uses Terkel’s work to help students, once they have developed beyond the beginner level and are ready to read and discuss appropriate authentic texts, gain insight into U.S. culture. Kelly points out that, instead of the graded readers they are often subjected to, authentic materials present students with a wide range of themes that are more appropriate for adult learners as well as being more linguistically complex. Arguments against using authentic literature in the ESL classroom focus on the complexity of the literary texts, the use of colloquial language, outdated language, changes in semantics, and too many deviations from Standard English. I have rejected some of the materials I reviewed based on concerns about the comprehensibility of colloquial language or drastic deviations from standard language. While colloquial language as part of a text can add richness and convey a sense of culture or atmosphere (it can also be too much and ruin an otherwise good story), it is not helpful as a model for students trying to acquire language skills. However, in small doses, especially common phrases people are likely to hear in everyday speech, it can be appropriate. Unfamiliarity with literary genres is also cited as an argument against using literature. However, rhetorical models differ from culture to culture and becoming familiar with them is part of developing fluency in a language. For students pursuing an undergraduate degree, an introduction to a variety of writing styles will help them develop the fluency they need to be successful taking general education requirements outside of their field of study. A final argument in favor of reading is writing and what types of writing assignments ESL students should be given. Are the types of writing assignments teaching them what they need to know to be able to write later on in their academic careers? Describing a study of the types of writing tasks ESL students commonly encounter, Julia Carroll and Helen Dunkelblau (2011) outline the argument between teaching about the process of writing versus teaching field-specific writing assignments. On one side are those who feel that teachers who taught writing as a process in which students would discover meaning by producing personal essays were doing students a disservice, and they recommend that students use content-based assignments similar to what they would work on in their major. On the other side are those who believe that a student’s ability could transfer good writing skills and that English language teachers should not try to teach about fields in which they were not knowledgeable (Carroll & Dunkelblau, 2011). The conclusion of their study was not an endorsement of either side. The main point was that the most important element was not trying to predict the content of future academic assignments students might encounter but to teach them how to “confidently engage with a text” (p. 279) and prepare students to be successful in whatever courses are required. Literature can be a safe way to teach students to engage on a level beyond looking for information that will lead to the right answer. Students will have to think about the overall meaning and break down the story to support their conclusions. They will be able to explore thoughts about the reading in discussion, which will in turn prompt writing assignments, developing the skills students need to continue their education. Example of the Type of Text Chosen: Island Life and Stephen King I start with Stephen King, because he is probably the most familiar Maine author. His short story “The Reach” is about a close-knit island community that has aged as children have left. The main character has a very strong sense of place. As she relives her memories, it gives the story a sense of time, a contrast between then and now. King’s descriptions make you feel just how cold winter can be, and how isolating. The reach is a pretty obvious symbol so it will be useful for students who have not had experience discussing literature in this manner. Developing familiarity with the discussion of symbolism and personal interpretive meaning is important because it is not common in all educational models. There is also an opportunity for a writing assignment here in which students could express their opinions about what the symbolism means, but they would also have to negotiate extracting meaning from the text and using examples to support their statements. A close examination of the text will reveal a comparison of how life has changed (and stayed the same) on the island and is something students could relate to if thought about from the perspective of their own home environment across different generations. In Conclusion Literature has been called the “window to the world”; it is the product of a culture, language in use. Literature widens viewpoints and perspectives. Literature provides a communicative context for discussions and writing. Literature and fiction are a safe way to start exploring thinking critically; there is room to play with different thoughts, to suppose, to follow a train of logic, it can be as personal or impersonal as the reader wants. Thoughtfully chosen texts offer a variety of unique perspectives and authentic language models that can convey a sense of history and culture in an engaging and productive manner. Authentic literature enhances the ESL classroom. References Carroll, J., & Dunkelblau, H. (2011). Preparing ESL students for "real" college writing: A glimpse of common writing tasks ESL students encounter at one community college. Teaching English in the Two-Year College, 38, 271–281. Kelly, S. (2010). Curiosity didn’t kill this cat: Studs Terkel for English. TESOL Journal, 1, 247–260. King, Stephen. (2005). The reach. In W. McNair (Ed.), Contemporary maine fiction: An anthology of short stories. (pp 255-275). Camden, Me: Down East Books. Erin-Kate Sousa teaches in the IEP at University of Maine’s Intensive English Institute. |
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