Literature in the language classroom: A recipe to maximize learning

Abstract

The pedagogic rationale for welcoming literature in multiple learning settings lies in the claim that it is conducive to language learning. Language and literature are mutually supporting experiences. In fact, suf-ficiently sophisticated grasp of language is witnessed when literature is introduced in language study. Literature is an input-rich source for coming to good terms with knowledge of language structures, read-ing proficiency, enriched vocabulary, improving skill in the target language, thinking skills, and cultural awareness. To put the matter at its most basic, language learners can accrue quite tangible benefits from exposure to literature. The core premise of using literature is that it provides clear advantages for learners to perceive the characteristics of target structures in contexts. Both preliminary and final survey question-naires included the same questions for revealing learners' experiences in relation to literature and its potential contributions to language development. Initial and final responses of the pre-service teachers were compared to each other to determine whether the study of literary texts provided them an occasion to make noticeable gains regarding language proficiency development. A large majority of the survey par-ticipants indicated vested interest in the inclusion of literature in language teaching owing to its effective-ness as a valuable tool on augmentation of language learning.