USING THE LITERATURE- BASED APPROACH IN THE CLASSROOM(Reviewed)

Barbara Samuels (2001) asserts that literature written for adolescents "provides a perfect vehicle to help adolescents cross the bridge between literature for children and adult classics."

A great deal of importance is placed on the integration of Literature into the English Language Curriculum. Consequently, there is a great deal of pressure on teachers to differentiate their activties as a means of motivating students, develop their interests  and stimulate healthy class discussions and interactions of all learners. Gunning (2000) suggests three ways in which teachers can vary their approaches in order to reach all their students as well as provide the necessary scaffolding needed for struggling learners. He proposed;

CORE LITERATURE PROGRAMS, TEXT SETS AND THEMATIC UNITS

In this approach students would be exposed to a variety of books in order to generate discussions from the students on a familiar topic.Students will be more responsive because they are interested in the topic and have an opinion on this issue. George (2001) states that since the students were exposed to a wide variety of text, they were fully equipped to participate in the discussions. The integration of the various genres allows for students to make constant connections among various texts. In order to generate responses from all students, even those who may be introverts, we should divert from just asking students questions based on a text they have read and avoid reading to the students. Contrary to this, Halpern (1987) recommends that we allow the students to personally respond to the books in writing. These responses can take the form of Response Journals, Listening Logs, Literature Circles, Book Clubs which allow for better learning of Literature, reflections and the connection of ideas to aid comprehension. 

Moreover, it is our responsibility as teachers to develop the students interest in reading. We need to provide books to the students which matches their interest. Characteristic of adolescent literature, students will not only be captivated but be able to identify with themes and the overall content of the text (Halpern 1986). In addition, we need to ensure that a wide variety of books are available to our students to provide them with sufficient exposure to various writing style. Advocates of a student centred classroom would agree that students need to be given time to read in class and share their views to allow effective learning  and interaction in the classroom environment. Thus, students should should be surrounded with books which adventurous, rich in language such as folktales which generates high levels of their interest (Bosma 1981).

Hence, the teacher seeks to equip students with the fundamental knowledge and skills necessary to develop an appreciation of literature  in and out of school.

          













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