Introducing literature in the high-school classroom. An approach to culture, language and personal growth

Abstract

The intention of this paper is to show how reading an authentic piece of literature can improve the overall reading comprehension level of the students as well as their competence in the target language while introducing them to cultural aspects and opportunities to reflect on life-related topics. Moreover, along this process, we can find three important objectives: (i) working on culture-related topics, (ii) working on the language, and (iii) working on aspects related to the students’ personal growth. In order to be able to improve the way reading is worked on, we need to know how things have been up until this moment. For that reason, this paper offers comments on the current situation of reading and English in Spain and also suggests a series of proposals for the improvement of the reading skill, since this skill is paramount in the learning of a language, and consequently, in the learning of EFL. The way to improve the reading skill will be the use of real literature and a pre- /while-/post- reading approach to the activities. Thus, the reader will find a didactic proposal which suggests working on the book Hidden Roots by Joseph Bruchac, and presents a series of pre-reading, while-reading, and post-reading activities in which the students will pass through different stages such as (i) getting to know the Native American culture and their development and history, (ii) working with the text and getting to know the book in one of the in-class sessions, and (iii) working in groups in order to design a presentation focused on the three objectives mentioned in the previous paragraph.