The Use of Literature in English Teaching in a Mexican Context

Amanda Hernández Uribe

María José Suárez Alvarado

Editor:

Abstract: This paper aims to show that the reading habits of English teachers in

Mexico affects how much they use it in the classroom. First, we show what the

academics think about literature in the classroom. We focus on the benefits for the

students learning English through literature. We cite general ideas on why teachers

do not use it in the classroom and give several academics’ advices to incorporateit.

Our study puts the ideas of these scholars to the test in a Mexican context. We

believe that the familiarity of the teacher with literature influences his willingness to

adapt literary material. The level of the students also plays a crucial factor, the higher

the level of the students, the higher the use. We part from the accepted idea that

students of all levels want to read English literature. In order to prove it, we ask

English teachers in a Language Center of a public university their reading habits and

compare them with their use of literature in the classroom, we also look for

differences in the use of literature depending of the level of the students. We ask

students about their reading habits and their willingness to learn using literature.

Key Words: Literature, Teaching English, Reading Habits

1. Introduction

This paper aims to show that the reading habits of English teachers in Mexico affects

how much they use it in the classroom. Teachers have infinite sources and materials
to aid them while teaching. These materials can be created by the teacher or taken

from another source because each teacher puts their own style in each class. One

of the best resources for teaching a language is literature. If the use of literature is

so great, why is it not used more?

There is a problem of teachers giving priority to teaching grammar and language

over literature and culture. One of the main problem with using literature is that the

teacher needs to be familiar with literary works in order to use them and to even

select them. Teachers always modify the activities they are given, even when they

are following a school syllabus or a textbook. If a teacher does not love reading, it is

going to be difficult for them to include reading materials in their class planning.

Even if the source material is the same, all classes are infused with a creative mind

based on the learner’s age, level, interest, context, etc. We believe that the level of

the students also affects in the decision of the teachers to include literature-based

activities, the higher the level of the students, the higher the use. In regards of the

students, we believe they are willing to learn using literature in a Mexican classroom.

To prove it, we have to ask and find answers to fundamental questions such as how

the reading habits of English teachers affect the use of literature in the classroom, if

the level of English students affect in the decision of the teachers to include it, how

the students feel about the use of literature in the classroom if they have it and If

they don't have it, if they would like to use literature to learn the language.

2. Theoretical Background
The use of canonical literature is beneficial for the students of English as a second

language in many ways. Roe and Ross (2005) mentioned in their book some benefits

of exposing children to literature:

“Literature provides a language model for those who hear and read it. Good

literature exposes children to correct sentence patterns, standard story

structures, and varied word usage. Children for whom English is a second

language can improve their English with the interesting context, and all

children benefit from new vocabulary that is woven into the stories.” (p. 1)

Among other benefits of using literature is its potential to foster creativity in English

language learners. Gail Ellis and Jean Brewster (1991) stated that if chosen

correctly, it can encourage positive attitudes towards a foreign language since

stories help to create a link between fantasy, imagination and reality.

Literature is a great source of learning, since it also gives the learners cultural

knowledge and context. Abdollah Keshavarzi (2012), in the article “Use of literature

in teaching English” says that since language deals with culture and social

understanding, literature gives contexts and purpose to learning a language. Not

only does it help to acquire the four skills of language learning (reading

comprehension, writing, listening and speaking), but also to develop critical thinking,

since it gives the students a better understanding of the world and can even help to

expand their worldviews.

Using canonical literature does not mean that the students have to necessarily read

it themselves. When dealing with basic English language level learners, Wendy Scott
and Lisbeth Ytrebera (1990) explain that a teacher can help by reading stories,

books, songs and even nursery rhymes to the students and as the level of the learner

progresses, they can later read them by themselves.

Vavla (2009) in “Benefits of using newspapers, magazines, and books in the

classroom” stated that the problem when choosing these materials are not the

students, who, according to her research, are very receptive. Surprisingly, it is the

teachers who do not like to use them because it requires a lot more work. The

teacher needs to spend time choosing the readings, adapting the class to the reading

materials and creating activities for the learners.

Since language teachers already spend much of their time preparing their classes,

the complete creation of extra activities based on a story seems unnecessary. But

nowadays, teachers have access to a number of books based on the use of

canonical literature that can be used to teach.

Some important considerations need to be made in order to implement literature in

the classroom. Neil Anderson (1999) in his book Exploring Second Language

Reading gives advice and examples as how to use literature in the classroom in a

more efficient and easy way for the teachers. It also offers ideas on how to adapt the

teacher`s selected text in a classroom, which is relevant in everyday teaching

practices.

Adapting literature in the classroom implies the exploration of the language skills that

will be developed. For example, Gail Ellis and Jean Brewster (1991) give a list of

criteria to consider when selecting texts such as level of vocabulary, pronunciation,

content, visuals, etc. They also give ideas on how to use some iconic stories such

as “The very hungry caterpillar” and “Little Red Riding Hood”. The book

recommended activities even come with different levels of learners. To follow their

ideas, a teacher must be familiar with the texts in order to be able to adapt the story

in case the vocabulary, grammar structures, idioms are not in the appropriate

language level of the learners. This adaptation is time consuming, since sometimes

the teacher will have to simplify vocabulary and structures for the understanding of

the stories. However, the stories need to still maintain its essence. This practice

tends to be something that teachers commonly do in almost all their classes, so the

use of literature seems to be a great source for an English class.

3. The Study:

This study is conducted in the Language and Culture Teaching Center of a public

university in a city of Mexico.

The initial intention was to count on the participation of fourteen classrooms of seven

levels of English, with ten teachers and seventy students. We intended to take two

classrooms of each level of English and ten students per level, five of each teacher.

Four teachers were meant to have two different levels, to see if the level is relevant

to the use of literature. But for several reasons, we had to cancel, four classrooms.

In the end, we had the distributions as follows:

Level Teacher # of students

 Basic I -Alpha IB 10

-Beta IB

Basic II -Gamma IIB 7

-Beta IIB

Basic III -Alpha IIIB 4

Intermediate I -Epsilon II 5

Intermediate II -Digamma III 6

-Zeta III

Advance I -Eta IA 3

Advance II -Zeta IIA 3

We used, 10 classrooms of the seven levels of English, with the participation of 7

teachers and 38 students. Three teachers were instructing two different English

language level classes. This was useful, to observe if the level was relevant to the

use of literature.

The methodology is quantitative, focus on statistics using subgroups in a quota

sampling with two surveys in one unique session, one for teachers (See Appendix I)
and one for students (See Appendix II). The data is measured with both behavioral

and factual ranked multiple-choice questions (see Appendix I and Appendix II).

In order to analyze the data, we divided it into groups based on level.

4. Conclusions:
Appendix I:
UNIVERSIDAD AUTÓNOMA DE
QUERÉTARO

Cuestionario para maestros

Propósito del cuestionario: Investigar cual es el uso de literatura en las clases de inglés
Instrucciones: Lea con atención y conteste de la manera más honesta.
Toda la información es confidencial

Edad:
Género:

1. ¿Cuántos años ha dado clases de inglés en el CELYC?

a. 1- 5 años
b. 5-10 años
c.10-15 años
d. más de 15
2. ¿Usted lee en su tiempo libre?
a. Si
b. No
3. ¿Qué porcentaje es Literatura en inglés?
a. 100%- 75%
b.75%-50%
c. 50%-25%
d. 25%-menos
4. ¿Utiliza la literatura en clase?
a. Si
b. No
5. En caso afirmativo, ¿qué tipo de literatura?
__Historias cortas
__Novelas
__Cuentos
__Fragmentos (noticias, capítulos de libros, etc.)
__Resúmenes de las obras.
__Otra
6. En caso negativo, ¿por qué no?
__Falta de tiempo
__Lo intenté, no funcionó (a los alumnos no les interesó)
__Ya tengo mi programa estructurado
__Otro
¡Muchas gracias por su participación!
Appendix II:

UNIVERSIDAD AUTÓNOMA DE
QUERÉTARO

Cuestionario para alumnos

Propósito del cuestionario: Investigar cual es el uso de literatura en las clases de inglés
Instrucciones: Lea con atención y conteste de la manera más honesta.
Toda la información es confidencial

Edad:
Género:
1.¿Cuál es su propósito de aprender inglés?
a. Trabajo
b. Requisito para la escuela
c. Aprender algo nuevo
d. Viajar
e. Otro
2. ¿Lee en su tiempo libre?
a. Si
b.No
3. En caso afirmativo: ¿Qué tipo de literatura?
__ Historias cortas
__ Novelas
__ Cuentos
__ Fragmentos (noticias, capítulos de libros, etc.)
__ Resúmenes de las obras
__Otra:
En caso negativo: ¿por qué?
__No tengo tiempo
__No me gusta leer
__Otra
¿Qué porcentaje es literatura en inglés?
a. 100%- 75%
b.75%-50%
c. 50%-25%
d. 25%-menos
¿Estarías interesado en clases basadas en lecturas en inglés?
a. Si
b. No

¡Muchas gracias por su participación!

Bibliography:
Anderson, N. (1999). Exploring Second Language Reading. Boston: Heinle & Heinle

Publishers.

Ellis, G., & Brewster, J. (1991) The Storytelling Handbook for Primary Teachers. London:

Penguin English.

Keshavarzi, A. (2012). Use if Literature in Teaching English. Procedia- Social and

Behavioral Science, 46, 554-559.

Scott, W., & Ytrebera, L. (1990). Teaching English to Children. London: Longman.

Roe, B.D., & Ross, E.P. (2005). Integrating Language Arts Through Literature and Thematic

Units. Boston: Allyn & Bacon.

Valva, L. (2009). Benefits of Using Newspapers, Magazines and Books in Classroom.

LCPJ Publishing, vol. 2/2.

Biodata: