Humanising Language Teaching
Year 4; Issue 4; July 02

From Responsive Reading to Creative Writing
Literature – a Means to reflect on Language and human Values

by Joana Salazar Noguera, University of the Balearic Islands, Spain

1. INTRODUCTION

Literature, a valuable resource for language learning (McRae, 1991; Carter & Long, 1991), can also enhance the students' language awareness, interpreting skills and sensibility. We consider that the use of literature in the language classroom today is to be crucial, as it can transmit human values through words, and therefore reach the students' mind and heart. In this paper, I will present some high school students' samples which show a development of their reflective skills and sensibility to present world human issues, after having worked with literary texts in the English language classroom.

2. EXPLOTATION OF LITERARY TEXTS

I will refer to an experimental application carried out in three high schools in Tarragona, Spain, (I.E.S. Vidal i Barraquer, I.E.S. Jaume I, and I.E.S. Compte de Rius), during one semester (2000-01), and present the qualitative results. The 175 students involved had an Elementary English language level and were between 14 and 17 years old. The input used in the English language class were twelve literary texts, consisting of ten poems, one text in prose and one riddle. These texts were chosen because they presented a clear pattern and linguistic structure; the grammar was related to the course syllabus, and they all transmitted one value. They were included in the following didactic units:

Unit 1: Experimenting with Language. 'The Months' by Christina Rossetti.
Unit 2. Sound and Form. 'A Day by the Sea'.
Unit 3. Repetition and Lexical Choice. 'Stand and Stare' by W.H. Davies.
Unit 4. Writer-Reader Interaction. 'Funeral Blues' by W.H. Auden.
Unit 5. Creating a Contrast. 'I, too' by Langston Hughes.
Unit 6. Language as Representation. 'The House by the side of the Road'.
Unit 7. Figurative Use of Language. 'A Village by the Sea' by Anita Desai.
Unit 8. Sequencing by means of Language. 'The Little Black Boy' by Wiliam Blake.
Unit 9. Images of the Senses through Language. 'Adelstrop' by Edward Thomas.
Unit 10. Linguistic Use of the Gerund. 'Daffodils' by William Wordsworth.
Unit 11. Relevant and Additional Information. 'This is Just to say' by William Carlos Williams.
Unit 12. Personification. 'Living Tenderly'.

The activities, related to the literary texts and included in the units, had two main purposes. First, they were aimed at raising the students' English language proficiency and awareness by interpreting the text from the language use and the contextual relationship. Second, they were aimed at raising the students' awareness of and sensibility to other human realities. The pre-reading activities were aimed at focusing the students' attention on the language, form and content of the literary text. And the post-reading activities were used to help give a better understanding and interpretation of the text. Here we introduce the post-reading activities:

Post-reading activity 1. What does the text express for you?
Post-reading activity 2. Time to create… (Zyngier, 1994)
Post-reading activity 3. Reflecting on your text.
Post-reading activity 4. Diary writing (Collins, 1991).

2.1. Post-reading Activity 1. What does the Text express for You?

After having discussed the language, rhythm, pronunciation and content of the literary text in the classroom, and the general feelings it transmitted to them, the students wrote an interpretation. They were supposed to reflect on the language, paying attention to the 'movement of the text' or changes in language, the structure, repetitions, and connectors, which helped to reinforce the meaning. In doing so, they stated what the text expressed for them relating the language to the content.

Here we present some students' interpretations of the literary texts, as they were originally handed to the teacher, and therefore, are not corrected:

'Explain in your own words what the poem 'The House by the side of the Road' expresses for you. Relate your answers to the language in the text: the structures, the words, the form and the order of the sentences, and explain their effect'.

This is a text about hermit souls. The author speaks about the life of the persons using the word 'road' and about the life of a good person that goes in the right way using the expression 'by the side'. Some important expressions in the text are the following:

• 'Hermit souls': this sentence expresses that there are lonely men separated from society.
• The word 'highway' represents our lives, because we drive very quickly on the highways and this means that we go very quickly in our lives.
• With the sentence 'let me live by the side of the road' represents a person that wants to live near everybody.
• There is a repetition of the verb 'there are'. He's using this and not 'there were' because this problem is actual.
• There are more repetitions as for example: 'let me live in the house' and 'be a friend to man', because it's very important and it expresses that he really wants to be with other people and help them.

The house of the text is a humble house. With this text, the author wants to express that to show solidarity is very important, that we have to connect with all the people. An example of comprehension in the text is the sentence: 'As good and as bad as I'. The sentences: 'In the peace of their self-content', and 'there are hermit souls' are examples of individualism. And an example of solidarity are: 'Let me live in my house by the side of the road', 'And be a friend to men'.
So, this text is about solidarity.
Table 1. Montse López (15). (I.E.S. Vidal i Barraquer, Tarragona, Spain). Text written after reading the text 'The House by the side of the Road' (Appendix 1).

'Explain in your own words what the text by Anita Desai expresses for you. Relate your answers to the language in the text: the structures, the words, the form and the order of the sentences, and explain their effect'.

This text is about Hari and his family. He is a boy that has arrived home. He was in another country and he's at home now, in India. In the text Hari does not say: 'I'm happy; the author uses language to describe this sensation of Hari.

Rice, powder, cream, sugar, semolina and coconut; the colour is white because is a sign of clean and purity. Language:

• 'She ran out of crying, 'Hari', 'Hari' I knew you would come'. Lila says this because she is happy to see him.
• 'Lila smiled': when a person smiles is because this person is happy. 'Lila was at the door'. She is happy because she is impatient to see Hari.
• 'Come'. It's an imperative. She needs to see him.

In the last line: 'Hari said, But I must wash first: I am dusty', expresses that at the end he is not excited, he is quiet. The verb is 'said'. The meaning of this is normal speech, he is not excited any more and the author uses 'Hari' his poper noun to express that we know his name and that we can identify him and he also identifies himself in his house.

Table 2. Miriam Gili (15). (I.E.S. Vidal i Barraquer, Tarragona, Spain). Text written after reading the text 'A Village by the Sea' by Anita Desai (Appendix 1).

Most of the students' texts lack coherent and complete structures, the expression is simple and with mistakes. Some were not able to write full paragraphs, rather they just enumerated sentences and ideas. Yet, it shows that they reflected on the text by analysing every single word and sentence. They distinguished repetitions, connectors and expressions and guessed their effect, and most importantly, they were able to communicate their ideas and globally interpret the text (Carter and Long, 1987). Besides, what is more they were able to talk and think about topics such as loneliness, generosity, happiness, poverty, among others.

2.2. Post-reading Activity 2. Time to Create...

After having interpreted the literary text, students created an original and personal text using the same linguistic pattern, form or technique of the literary text. These are some examples:

'Time to create...Write a text explaining a situation, and using structures like 'there is/are' as in the poem 'The House by the side of the Road', and express your attitude towards the situation'.

There are children that don't eat today.
Tomorro they won't eat too.
There are children that haven't got the strength to cry.
The flies are their friends, and sometimes their breakfast.
But, the world doesn't open his eyes.

There are mothers that see as her son eats the sweets of death.
There are mothers that sleep in the arms of death.
They have a heart, the same as ours. Let me open the eyes to the rest of the world.
I have opened my eyes and It isn't late.

There are people that speak of a third world.
But I'm one of them.
There are people that turn off the T.V. to be able to eat.
Let me shut their mouths up and open their eyes.
Because there are children and mothers that close their mouths and eyes, and they can't eat.

Table 3. Laura Gaspar (16). (I.E.S. Vidal i Barraquer, Tarragona, Spain). Text written after reading the text 'The House by the side of the Road' (Appendix 1).

'Time to create... Write a text using two different tenses to describe two different situations'.

I'm sad,
people are fighting.
Why if we are equal?
Why do we make differences about races?
Are we crazy?

Tomorrow,
I'll be happy.
People will go together,
every race, every culture...everybody.
We will be friends,
we will be in peace.
Table 4. Montse Murtró (16). (I.E.S. Vidal i Barraquer, Tarragona, Spain). Text written after reading 'I, too' by Langston Hughes (Appendix 1).

These productions have the same form and structure as the literary text, but the content is different. They are a clear example of the students' comprehension, written expression and creativity, as students dared to use the English language to say what they thought and felt. The literary texts were an inspiring tool to reflect on their nature as human beings and talk about present world problems (McRae and Pantaleoni, 1994). Therefore, the students' affective domain was activated via literary texts.

Students also created a magazine called 'Literary Magazine, words, words, words', where they included some of their creative texts. The magazine had various sections such as Poems, Invented Tales, Riddles, Word Games and Thinking about: Equality, Peace, The Future, Racism. Here are some samples included in the magazine section called 'Poems':

'Poetry'

Sweet. Wonderful. Enchanting.
So is poetry.
To read poetry is to enter
in a marvellous world of words.
To read poetry is a dream.
It is surprising.
Poetry is life.
Poetry is everything. Everything.
Table 5. Noelia Fullola (15). (I.E.S. Vidal i Barraquer, Tarragona, Spain). Text included in the magazine: 'Literary Magazine, words, words, words'.

'Simply Wonderful'

Green. Green...All green.
Trees: pines, green fields, deep valleys.
Nature.
Wonderful towns. Beautiful houses.
Grey stones. Cold, dark and grey stones.
Ruined stones.
Historic stones.
Cold Pyrenees. Wet Pyrenees but warm Pyrenees.
Transparent rivers. Clear water.
Pure water.
Delightful water.
Chimney smoking.
Grey fumes dancing in the cold and gloomy sky.
Clear sky.
Pure sky.
Sweet Pyrenees. Wonderful Pyrenees.
Catalan Pyrenees.
Table 6. Laura Montes (15). I.E.S. Vidal i Barraquer, Tarragona, Spain. Text included in the magazine: 'Literary Magazine, words, words, words'.

This magazine production as seen above clearly showed the students' positive reaction to the use of literature in the English language class and inspired them to use English actively following structures, forms and ideas from the literary input.

2.3. Post-reading Activity 3. Reflection on the Creation of your own Text

After having written a creative text, students reflected on their process of creation:

'What did you express in your text? What kind of language and expressions did you use and what effect did you create?'

In this text I wanted to express equality by means of what my mother said to me when I was a child. The structure of my text is a story because I explain what I learned from my mother. I have used the present simple because I have written the sentences just as my mother explained them to me. I have used the past simple because my mother explained this to me when I was a child. I have used the future because my mother said to me that if I was generous with the people, they would correspond me.
Table 7. Marc Pujol (16). I.E.S. Jaume I, Salou, Tarragona, Spain. Text written after reading the text by William Blake (Appendix 1).

They analysed the language expressions and structure they had used, and the effect they wanted to create as can be seen in the example above.

2.4. Post-reading Activity 4. Diary Writing

Students wrote a diary after every class reflecting on their own learning process. They also evaluated the materials and input which was crucial for the teacher in making his/her evaluation of the acceptance and effectiveness of the activities.

These were some of the questions included in the diary:

MY ENGLISH DIARY

What was the class bout? Specify.
Did you like the class? Why?
What have you worked most in class today?

• writing
• reading
• speaking
• listening
• grammar
• other

And these are some students' answers to the diary:

• Yes, I liked the class because I have learnt to express in English. The class was amusing. (José Angel Hernández)
• Yes, I liked this class because the poem was beautiful. (Daniel Jansà)
• Yes, because I think in English and I am surprised. I was surprised to express my sentiments in English.(Raquel Maset)
• Yes, because I wrote a poem in English. (Cristina Mosquera)
• Yes, I liked it because today I must think to do the poem and I liked it. (Daniel Nadal)
• because I learn English. I have learnt new words and expressions in English and I have learnt to express myself in English. (Josep Veciana)
• Yes, I liked this class because we have thought about poverty and Human Rights in the world. (Verónica Garcia)

Most of the answers make reference to the methodology followed, intended to activate their cognitive and affective schemata, which raised students' awareness of their improvement in language skills and thinking abilities.

3. PROCESS EVALUATION

3.1. Students' Production after having worked with Literary Texts:

Taking into account the elementary English level of the students, we were able to observe the following phenomena from their written production and after having worked with literary texts:

In relation to language proficiency, some grammar mistakes, like the confusion of verbs such as 'say' and 'says', or possessives like 'his' and 'her', made at the beginning of the sessions were polished at the end. This was due to the constant observation of the language used in the literary texts and the insistence on the students' language expression. However, on the other hand, some spelling mistakes students did not make at the very beginning of the sessions such as 'ripresent' (represent) or 'mins' (means), were present in their last compositions. These words were written the same way they heard in class, which meant that this vocabulary had been orally interiorised first.

Students developed their creativity as well as their proficiency and fluency in the English language. In the first texts, many Spanish and Catalan words were used, on the contrary, in the last texts all the words were in English. Although many linguistic and grammatical mistakes were not completely eradicated, a general progress in their language proficiency became evident after the experimental application. Grammatical questions were raised in class as the necessity arose, as it was only when the students needed to use one grammatical structure communicatively (McRae & McCarthy, 1997), that it was presented in the classroom by the teacher.

In relation to reading comprehension, looking at the students' interpretations of the literary texts we can appreciate the students' gradual progress, from giving a global impression of the text to a more detailed and reflexive observation. In relation to the Post-reading activity 1: 'What does the text express for you?', first we find very simple answers like: 'it's very beautiful', where students showed a certain insecurity towards the activity. But, by means of repetition and concentrating on activities based on the language of the texts, students' answers became more elaborate, developing the necessary skills and language to discuss and evaluate their own interpretation. In their last texts we can observe that they acquired the habit of reflecting on the language. They showed a clear improvement in their ability to focus on the text.

In relation to the methodology followed, from the students' answers in their diaries, we discover that they loved to speak English and that they liked one class because they had learned one particular grammatical structure. Interestingly enough, different students said that they had learnt different grammatical structures in the same class, which demonstrates that the literary texts and the activities were adequate to the different linguistic requirements. In relation to the same class one student would say he/she had learnt the difference between 'much' and 'many', while another had managed to understand the past simple, and another one the future.

As for the diary about the skills practised in class: writing, reading, listening and speaking, many students answered 'thinking', even though this option was not included, and what also shows the insistence of a methodology based on the reflection of language use.

All these activities favoured and stimulated the intellectual, communicative and affective response of the students (Arnold, 1999). In many diaries students said that they liked the class because the texts read expressed 'beautiful feelings'. As most texts made references to feelings and students talked about them in their texts, there were two different cases where some personal problematic situations appeared. The notes the teacher made in respect to these were always general and in all instances an attempt to encourage the student overcome a particular situation. If students openly expressed this need to communicate this in such a way, it was because they felt the need to express this in such a way, in the process making them feel useful with an active role in the class. The atmosphere created in the classroom was always one of giving positive feedback, and letting students get engaged in the activities, in the content and in communicating what they thought about life and about the literary texts before them. Thus, the methodology followed was student-centered, making them the real protagonists of the classes. The class was Them and their thoughts.

All the literary texts used provoked various debates in class. The content of the literary texts raised affection and mutual understanding in the classroom. As educators, we think that our function is not just to transmit grammar rules, but help our students grow in a full sense. We think that literature, poetry and the world of feelings has to be brought to class in order to give our young students the opportunity not just to talk about themselves, but know about others and reflect on their nature of human beings.

With all these activities, students were able to appreciate not only the aesthetics of literary texts, but also the beauty of the message transmitted as it had awakened their sensibility. Therefore, even students with a low level of English have been able to value the literary texts enormously within their obvious limitations.

4. CONCLUSIONS

After using literary texts in the English language classroom we have reached the following conclusions:

• Students have been able to interpret the literary texts focusing on the language: words, sounds and patterns and their effect.
• The literary texts used constituted good linguistic models to be imitated by the students and reflect on language.
• Literary texts allowed students express their feelings and dwell on serious current topics such as poverty, racism, solidarity, war, etc.
• The methodology has demonstrated the importance of the figure of the teacher as the one responsible for the input to give to the students and the one to listen to the students' reactions.
• The experimental application has shown the relevance of introducing contents which raise affection and mutual understanding, as they have developed the students' sensibility.

The spontaneous and positive reaction of the students to the literary texts and the activities, and its total implication was a rewarding personal experience and helps reinforce the importance of literature in the school curriculum to allow students have a wider and more human perspective.

5. REFERENCES

Arnold, J. (1999). Affect in Language Learning. Cambridge: Cambridge University Press.

Carter, R. & Long, M.N. 1987. The Web of Words. Exploring Literature through Language. Cambridge: C.U.P.

Collins , A. (1991). Workbook 'The File'. Montreal: McGill University.

Carter R. A. & Long, M. N. (1991). Teaching Literature. Burnt Mill, Harlow, Essex: Longman.

McRae, J & McCarthy, M.J. (1997). Grammar, Tails and Affect: Constructing expressive choices in discourse. Nottingham: University of Nottingham, Text 17, 3 (1997), pp. 231-252.

McRae, J. (1991). Literature with a Small 'l'. London: Macmillan.

McRae, J. & Pantaleoni, L. (1994). Words on the Page, A Course in English Literature. Italy: Nuova Edizione, La Nuova Italia & Oxford University Press.

Zyngier, S. (1994) "Literary Awareness. A Coursebook for EFLIT Students". Cuadernos Didácticos UFRJ. Brasil: Universidade Federaldo Dio de Janeiro.

6. APPENDIX 1

1. Text: 'The House by the side of the Road'

'The House by the Side of the Road'

There are hermit souls that live withdrawn
In the peace of their self-content;
There are souls, like stars, that swell apart,
In a fellowless firmament;
There are pioneer souls that blaze their paths
Where highways never ran;
But let me live by the side of the road
And be a friend to man.

Let me live in a house by the side of the road,
Where the race of men go by -
The men who are good and the men who are bad.
As good and as bad as I.
I would sit in the scorner's seat,
Or hurl the cynic's ban;
Let me live in a house by the side of the road
And be a friend to man.

I see from my house by the side of the road,
By the side of the highway of life,
The men who press with the ardor of hope,
The men who are faint with the strife.
But I turn not away from their smiles nor their tears -
Both parts of an infinite plan;
Let me live in my house by the side of the road
And be a friend to man.

2. Text ' A Village by the Sea' by Anita Desai

"Lila, Bella, Kamal!" he called.
In an instant Lila was at the door, her old purple sari gathered about her, her face peeping out, brown and curious. When she saw him, she gasped. They stared at each other. Then she ran out crying, "Hari, Hari, I knew you would come. It's Diwali tomorrow and I knew you'd come!"
"How did you know? I didn't write."
"Oh, I knew, I knew you would come", Lila smiled. "And we made sweets for you, Hari- come and eat."
Hari wanted to ask a hundred questions, all at once, about their mother, their father, Bela and Kamal, about the village and Biju's boat and everything. Instead, he followed Lila into the house. Old and shabby it might be, but how shady and cool it was. He felt grateful for it, just as it was, and stood breathing in its air silently. Only the invisible pigeons could be heard, letting flow their musical notes like soft, feathered bubbles trickling through the air.
Then Lila came towards him with a brass tray on the palm of her hand. It was heaped with the sweets she had made of rice powder and cream, sugar and flour and semolina and coconut.
Hari said, "But I must wash first: I am dusty."

3. Text: 'I, too' by Langston Hughes

I, too, sing America
I am the darker brother,
They send me to eat in the kitchen
When company comes,
But, I laugh,
An' eat well,
And grow strong.

Tomorrow,
I'll sit at the table
When company comes.
Nobody'll dare
Say to me:
"Eat in the kitchen"
Then.
Besides,
They'll see how beautiful I am
And be ashamed.

4. Text: 'The Little Black Boy' by William Blake

My mother bore me in the southern wild,
And I am black, but O! my soul is white;
White as an angel is the English child,
But I am black, as if bereav'd of light.

My mother taught me underneath a tree,
And sitting down before the heat of day,
She took me on her lap and kissed me,
And pointing to the east, began to say:

"Look on the rising sun: there God does live,
"And gives his light, and gives his heat away;
"And flowers and trees and beasts and men receive
"Comfort in morning, joy in the noonday.

"And we are put on earth a little space,
"That we may learn to bear the beams of love;
"And these black bodies and this sunburnt face
"Is but a cloud, and like a shady grove.

"For when ours souls have learn'd the heat to bear,
"The cloud will vanish; we shall hear his voice,
"Saying: 'Come out from the grove, my love and care,
"And round my golden tent like lambs rejoice'."

Thus did my mother say, and kissed me;
And thus I say to little English boy.
When I from black and he from white cloud free,
And round the tent of God like lambs we joy,

I'll shade him from the heat, till he can bear
To lean in joy upon our father's knee;
And then I'll stand and stroke his silver hair,
And be like him, and he will then love me.

Joana Salazar Noguera
Universitat de les Illes Balerears
Edifici Ramon Llull
Cra. de Valldemossa, km. 7.5
07071
PALMA DE MALLORCA
SPAIN
Tel: 00 34 971 712476
679196793
FAX: 00 34 971 173473
E-mail: joanasn@hotmail.com

Dr. Joana Salazar Noguera is a full time teacher at the university of the Balearic Islands. She teaches English language to English Philology students. She holds a PH Doctorate degree in Philology. She has investigated on the use of literature in the English language classroom. She has participated in various European Comenius projects, and she is now involved in a Socrates project about the development of a website addressing issues of intercultural education and anti-racism by means of Information and Communication Technology.