Nikiesha P.

Macam
BEED 2A

Reflect on the video clip: Share your thoughts about the video. As a future Literature teacher, do you
agree with the speaker’s view about the use of Literature in teaching language skills? Why? Do you think
the proposed strategies will work for your future English class?

I agree with the speaker’s view about the use of Literature in teaching language
skills. He spoke clearly about the things we can use literature for, in teaching our future English class.
The point made was well-thought, as he emphasized and specifically picked out the points on why we
should use Literature in teaching language. Even before watching the video, I have been thinking of this
view ever since the last class, I was intrigued by the question that asks if we agree with the use Literature
in teaching language. Personally, I never even thought about not considering it, I was surprised that it was
even a question, but then I heard my classmates’ experiences regarding the matter, and according to one
of them, it just confused her more. But I think it’s not the strategy that confused her, maybe it’s the poor
teaching skills. I agree with the speaker because he has presented reasonable facts on why we should and
could use Literature in teaching language. He carefully mentioned the macro skills necessary in learning
English language, and I can say that my stand on using Literature was strengthened when I watched it,
because before, I am only stating that I want to use Literature in teaching language, but never really had
an idea on how to use it. I liked how he talked about the literal level and inferential level; as a future
English teacher, I know believe that this is very useful since the literal level will help a student focus on
the text so, that he can have an answer for questions about the facts presented in the story. As for the
inferential level, I would like to bring up how my English textbooks for reading when I was in the 4 th
grade, had some open-ended stories—it wasn’t that likeable for me, because I liked knowing what
happened. But there’s also times when the lessons ask if we will do the same thing the main character did
if we were her or him, and that doesn’t require uniformity of thoughts; I consider it a good thing, because
not only did we reflect on the main character’s actions, we also had the chance to feel like we are the
main character.

The speaker in the video also emphasized how important it is in speaking in

listening, and used Oral reading as an example. Like in the last lesson we had, I agree with oral reading
with the whole class, but not the ones where the class reads the whole text. I like it when the teacher picks
out a kid to read the next part. That will force them to follow the current reader’s progress in the story,
and that being done to all of the student, means it includes students who speaks very little. Some students
can be more audacious than the others, and graded recitations won’t get them to speak all the time. Oral
reading involves every single student in the classroom and that is enough reason for a child to speak up on
their turn. To sum it all up, this video has convinced me more to use Literature in teaching language, I
have been presented facts I have never thought of before. It showed me how little my understanding is, in
using Literature, as I only know the shallow facts, and the shallow effects of using it in a classroom
setting. This brilliant presentation is very useful for future teachers like my classmate Isay who thinks it's
not a good idea, and that it's very confusing to use Literature in teaching language, this hopefully
destigmatized the experience for her, and the others who didn’t speak up but thought the same.