Submitted To: Prof.

Ana Marie Matalines

LL 205: Teaching Literature I: Approaches to Teaching Literature
Submitted By: Joanna Concha B. Tutor

Discuss the unique features of LBA, IBA and RRA and when it is appropriate to utilize them in
teaching literature. Finally, enumerate at least 2 teaching strategies that fall under each approach
and their benefits.

“In order for students to learn what is meaningful and relevant, one must consider what is
taught and how it is taught.”- Brandes (1986)

Following what Brandes said, I fervently believe that when a teacher fails to achieve her
goals in teaching literature, it is not merely because of the learner’s weakness in the subject, but
rather of the methods, approaches, and strategies used by the teacher. Thus, developing and
utilizing appropriate methodologies for teaching literature is essential to make the process effective
and consistent.

With this, Carter and Long (1992) discussed three main approaches in teaching literature,
namely, Language-Based Approach (LBA), Information-Based Approach (IBA), and Reader-
Response Approach (RRA). These approaches have different characteristics and use. To explain
this, here are the following differences of each approach and example teaching strategies that are
beneficial for students in learning literature.

1. Language-Based Approach (LBA)

Features:
This approach emphasizes the integration of language and literature in the class. In
this way, student’s awareness of the language in the literary text will help them improve
their knowledge and proficiency in English. Students are encouraged to utilize a detailed
analysis of the text to elicit meaningful personal information. Linguists believed that LBA
is more convenient for language learners since it enables students’ experiences and
responses with the literary text (Van, 2009).
 There are a variety of language instruction activities that fall under LBA. In LBA,
literature is viewed as an excellent means in developing the English skills of the students
through peer teaching, student interdependence, interaction, and collaboration. Van (2009)
indicates that the role of the teacher is to introduce and clarify technical vocabulary, amply
prepare and provide appropriate classroom activities, and readily intervene to prove
prompts or stimuli.

Utilization:
There are three phases in teaching literature: initial phase, exploration phase, and
evaluation phase (Fauziah, 2016). The language-based approach can be utilized during two
phases, the exploration phase, and the evaluation phase.

Teachers can use LBA activities during the exploration phase by discussing the
story of the literary text. Then, students were asked to identify the stylistic feature of the
text, such as adjectives, nouns, and verbs. Lastly, in the evaluation phase, teachers can
utilize LBA to assess students’ work by asking them to re-arrange the sentences, re-writing
them, filling in the gap in the text, and alike. The teachers have the liberty to choose
different kinds of LBA activities to meet the objectives of the study.

Teaching Strategies:
Carter & Long (1992) ,and Carter & McRae (1996) enumerated some teaching
strategies that are language-based approach such as matching, jigsaw, reading aloud, cloze
procedure, summarizing, etc. In this way, it enhances the students’ collaboration,
motivation, independence, interaction, and peer teaching.
One of the most effective LBA teaching strategies teachers can employ is rewriting.
This can be conducted on the evaluation phase to check student’s comprehension and
understanding of the literary text. Carter and Long (1992) mentioned that rewriting helps
students’ enhance their interest in learning and it motivated them to learn from each other.
As a result, students will have greater confidence and enjoyment in personalizing the target
language of the text. In this activity, the teacher serves as a source of information for
students. Learners might ask their teacher on how to say or write something or get a
feedback on their work.
2. Information-Based Approach (IBA)
Features:
As the name suggests, IBA focuses on the information of the literary texts. Students get
relevant and meaningful information by reading the text. By employing IBA in the class,
students will be exposed to the facts and information about the background of the writer,
culture, and target language of the text2. In this approach, it is arbitrary that students will
prominently develop their reading skills however, it can also foster other communicative
skills such as writing, speaking, and listening.

Teachers play a vital role in IBA as it anchors towards the use of teacher-centered
activities. As a result, teachers have a great responsibility to make the class stimulating by
initiating dialogues, active reading, and reflecting upon the literary texts.

Utilization:
Information-based approach can be utilized in the initial phase in teaching
literature. The teacher can provide activities that will help students engage during the class.
IBA prepares the class by introducing the topic to discuss, focusing on the language and
knowing more about the author of the literary text. Moreover, information-based approach
can be used before the examination to help students prepare and review what they’ve
discussed in the class (Carter and McRae, 1996).

Teaching Strategies:
As mentioned above, IBA help students comprehend the text by filling the gap
between the text and the learners. One of the effective IBA teaching strategies is
introducing the topic discussed and sharing its information. This strategy is valuable for
learners to make sense and understand the text more. Based on my personal experience,
information-based approach is efficient to use to ensure learners gain adequate information
on the literary text and as a result, improve their comprehension on the subject matter.
3. Reader-Response Approach (RRA).
Features:
The reader-response approach stresses the value of the learners’ unique response to
the literary text which liberates them from the conventional responses provided by teachers.
The learners are encouraged to read the literature by making connections with the meaning
of the text. In this approach, the teacher encourages students to have plural interpretations
of the literature hence, the class becomes student-oriented and process-oriented.

Correspondingly, the teacher should not give a reading instruction that seeks to
control the learner’s experience but to facilitate the learner’s structuring of that experience.
Therefore, the teacher’s role is an enabler for the transmission of knowledge from the text
to the student. This entails motivating the learners to respond emotionally and linguistically
to render an enjoyable and responsive experience. Furthermore, the RRA highlights the
pedagogical value of developing the learners’ critical thinking skills and awareness, so they
would become critical readers and not just passive accumulators of knowledge.

Utilization:
The use of reader-response approach can be used in two phases: exploration phase
and evaluation phase. In the exploration phase, the teacher can employ RRA based
activities to elicit students’ opinions and keep them engaged. For instance, the teacher can
provide some comprehension questions related to the text to identify the setting of the story
and its characters. Teachers can ask open-ended questions to stimulate the minds and
imaginations of the students. According to Duff and Maley (2004), the questioning
technique in the class is one of the efficient ways to keep students involved in the
discussion.

In the evaluation phase, the teacher can use RRA to assess the students’ work. Some
of the evaluation activities that can be done by the teacher are asking the students to draw
an appropriate illustration of the literary text, re-writing the text, and summarizing it.
 Teaching Strategies:
One of the most effective ways to incorporate a reader-response approach in the
class is by employing visual representation. The teacher can assess the students’
understanding of the text by asking them to draw what they learned from the text. While
the students are drawing, the teacher can talk with the students, assess their progress, and
evaluate them.

This teaching strategy serves as a scaffolding to help students understand the text
better. By checking at the completed work of the students, the teacher can consider the
selection of images and how it symbolizes the topic of the text. Thus, visual representation
becomes a reflective and creative process in the class.

Conclusion
Teaching literature has become too focused on the vocabulary development and
comprehension of the students consequently, the literary text is used for grammar and
paraphrasing exercises. Furthermore, the teacher of literature becomes the sole source of
information who supplies ready-made interpretations and views which are taken from other
writers and critics of the text.

In order to reconsider the role of literature in the class, teachers should develop an
adequate pedagogy that supports student-centered activities. This will lead students to
independently read and appreciate literary texts and at the same time, enhance their
language skills and cultural awareness.

References
Brandes, D. a. (1986). A Guide to Student Centred Learning. Oxford: Blackwell.
Carter, R., & Long, M. N. (1992). Teaching Literature. New York: Longman.
Carter, R., & McRae, J. (1999). Language Literature & The Learner:. Create.
Fauziah, F. (2016). The Approaches to Teaching Literature for EFL Young Learners. Journal of
English Language Teaching and Linguistics.
Van, T. T. (2009). The relevance of literary analysis to teaching literature in the EFLclassroom.
English Teaching Forum, 47 (3), 2-9.