There are a number of strategies which can be employed to enable a successful integration of Literature into the curriculum.
1. Literature Based Integration
If done properly, this approach can cultivate creative writers. As teachers we need to be aware that students “do not learn to diagram” (Skjelbred) the writings of others. Rather, students use their knowledge of grammatical, syntactical and phonological principles to convey their unique creativity in writing. This strategy involves using appropriate literature to bring out the literary elements and to help build an appreciation for literature. For example, the teacher can use the works of other writers to investigate the use of prepositional phrases or nouns. Another approach within this strategy is to use role play. This broadens students thinking and gives them a whole new perspective on the subject in question. Through the use of this strategy, students get to pay attention to the particulars of the language and to model them themselves and as they practice what they are discovering, “serious writing comes more easily”. Skjelbred notes that “once young writers learn to manipulate language, they keep using the techniques because the effects are powerful.”
2. Integrating using specific genres
Restrepo (1988) asserts that students are to study one genre at a time. This has the advantage of allowing students to compare texts within the same genre and across genres. Therefore, students have to be exposed to a wide array of young adult text. Popp (1996) suggests that teachers should consider reading aloud, conducting min lessons, providing guided reading and writing workshops. Whatever type of genre is used students should be given opportunities to respond to the text.
3. Thematic approach
As suggested by the name, this approach involves the literature/language class being guided by a theme. One theme at a time is being explored. George (2001) explains that after teacher has selected the theme which he wants the class to explore he searches for literature of all genres (short stories, novels, poems etc) which underscores the theme in question. George advices that the theme should be a critical theme of interest so as to grab students’ interest. This approach allows students to compare and contrast books across and within genres “making connections among the works of literature”. One approach which many teachers using this method have adopted is assigning each group a text in which they are to explore the theme. To complement this approach, teachers can use numerous activities such as small group discussions, response journals, book clubs, book talks and literature circles. Furthermore, students get the flexibility of transferring what they are reading in literature into another content area and vice versa. For example a teacher may decide to explore the family relationships and may decide to use a number of books including the novel “Harriet’s Daughter”, the short story “The two Grandmothers”, the play “The Merchant of Venice” and the poem “Nancy Gray”. In exploring this theme, the teacher may decide to collaborate with the Social Studies teacher to present the theme. Students in turn can fall back on what they have discussed in one subject to help them in the other. The Social Studies may even choose to refer to one of the texts during his lesson.
4. Teaching literature through the use of grammar
Doniger (2003) informs us that the study of literature is indeed the interpretation of sentences. Therefore is a student cannot interpret the sentence he or she will not be capable of interpreting the literature as words, sentences and even the punctuation are the building blocks of literature. Knowledge of this method tells me that we can use the literature text to teach grammar to students. For example, while reading the text we may realize that students misinterpret a particular meaning in the text because the child misread or did not understand the grammatical context. The teacher should capitalize on this opportunity to teach the required grammar and show its relevance to the text. This is in keeping with Roger Fowler’s words that an “interpretation ….is easier to grasp through examples than to discuss abstractly.” So as we teach the required grammar students will see and come across numerous examples of it thus increasing their retention level. Through our literature texts we can teach students vocabulary, punctuation, grammar and parts of speech.
Through this reflection I realized that most teachers are obliviously involved in these processes especially the latter. It is now time for us to practice what we have not done and better what we have been doing to make literature an enjoyable experience for students. I believe that if these approaches are used efficiently our students will be working without realizing it.
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