This article presents key points on the importance of literature in language learning and hope to inspire further research and dialogue on the matter.
Table of Contents
- What can be considered Literature?
- 1. Literature provides a window to the target culture and promotes intercultural understanding.
- 2. Literature is more motivating and engaging as language input.
- 3. Literature is a rich source of authentic naturalistic input.
- 4. Literature develops language awareness through a good blend of ordinary and literary language use.
- 5. Literature facilitates Extensive Reading which promotes incidental language acquisition.
- 6. Literature aids in developing multiple literacies which heavily influence contemporary language use.
- 7. Literature educates the whole person.
- Conclusion
- Recommended Readings
- References
The talk about literature in language learning is not exactly novel. Reading texts can be a staple in many language classrooms before the advent of the Communicative Language Teaching movement. Some of the norms devised from that earlier approach – the Reading Approach – are still enacted in classrooms today, especially in language education for K-12 levels.
The Reading Approach is not without its criticisms, though it is not to be taken as synonymous with general reading instruction. The Reading Approach advocates the practice of text reading as the primary means of language acquisition. This implies that it partly downplays the relevance of other language skills, which we are less inclined to believe in today.
That aside, with more emphasis on the use of actual communicative situations to anchor language lessons and the increased popularity in the use of “authentic texts”, the use of literature in language learning has faced its ups and downs – particularly because everyone has a different understanding of what literature should entail and what exactly authentic texts are.
Notwithstanding such, literature has recently made a comeback in language classrooms – with continued controversies. Scholars who advocate the use of literature in language learning have put forward persuasive arguments, though some of the most renowned experts in the field have also acknowledged the lack of empirical studies on the effects of literature on language learning. This article will continue this conversation and hopes to inspire further research and dialogue on the matter.
On a very personal note, without basis from any evidence, I do recognise the potential value of literature in language learning (subject to my definition of literature later). For one, I cannot imagine my children going through language classes practising only decontextualised pronunciation or grammar activities without a context of interesting stories. Neither can I imagine a complete structured language curriculum in K-12 education to be only filled with texts that are only based on daily communicative activities – regardless of spoken or written. I am curious, however, the degree to which literature can facilitate language learning.
What can be considered Literature?
What exactly is literature? In a narrow sense, the conception of literature has been traditionally been reserved for classical works – poetry, novels and dramas written by eminent figures (e.g. Shakespeare, Dickens). McRae (2022) expanded the notion of literature in his popular book (now already in the 3rd edition) “Literature with a Small ‘l’”, where canonical classical works belong to “Literature” (capital “L”) and popular fiction, fables, song lyrics, etc belong to “literature” (lowercase “l”) or literature with a small “l”.
This expansion is important. The scope of cultural studies has moved from Culture with the big ‘C’ to the Culture of daily things, which thus gives us insights into the intricacies of things that define and distinguish one community (or otherwise culture) from another. Literature with the capital ‘L’ captures a subset of literary works that exist within a culture, while literature with the small “l” is more encompassing can may better represent the target culture. This is why we should and can celebrate when the 2016 Nobel Prize in Literature was awarded to the American singer-songwriter Bob Dylan.
You might then wonder: with such an expansion, does that imply that any text created under the sun can be viewed as “literature”? But we know, that the instruction manual that comes with your newly purchased device is definitely not to be framed as literature – though some of us will love to experience how that can be manifested.
With these considerations, I take reference from McRae (2022) again to provide a good working definition: literature refer to representational and ideational texts of all periods, styles and forms with imaginative content or techniques to induce certain emotional and cognitive response from the receivers (listeners or readers). This can include short stories, proses, poems, novels, plays, and song lyrics from a wide range of genres, fiction or non-fiction. These are also texts that are already commonly used in language classrooms, be it first language (L1) or second language (L2).
This working definition is definitely quite loaded, and we will unpack them a bit further in the key points. Do keep in mind, however, that this definition is not universal and can still be frowned upon by academics and teachers – the choice of literature as part of curriculum remains a controversial issue in some systems.
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1. Literature provides a window to the target culture and promotes intercultural understanding.
How does literature build a bridge to the target culture and promotes intercultural understanding? This is definitely not a new or surprising suggestion. When culture was still conceptualised with the big “C”, literature was perceived to be one major mean of accessing a culture, especially one that is foreign to oneself. Today, culture as found in daily lives can comprise the Big C culture, as well as other elements: symbols, artefacts, values and beliefs, norms and language.
Literature conveys information about these – amplifying them at times – through stories, characters, settings, and other constructs of the narrative and descriptive. It brings important discourses about the culture into salience while generating possibly rich dialogues. As the learners navigate through the texts, they encounter the elements of culture and are invited into conversations, based on their appreciation of their individual cultures vis-à-vis the culture demonstrated in the texts.
Within a L1 context, learners generally get to reinforce cultural identities, or challenge their pre-conceived notions about their own culture. The literary texts also impress upon them on how culture may be represented in their L1. Moreover, the people who produced literary works can also have very personal perspectives in their depiction of the culture, and sometimes reveal surprising facts about the culture unnoticed by the learners. All these can build a more nuanced appreciation of their own culture and enhance their capability to represent it in language.
Within a L2 context, learners compare and contrast their own cultures with that of the L2 target culture, while developing an appreciation for diversity that is a vital component of intercultural understanding. Things that are usually taken for granted by native speakers in a L1 reading may become prominently interesting for L2 learners in a L2 context. For instance, the full moon is frequently used in Chinese literature as a metaphor for completeness and reunion, and this use has even permeated into everyday parlance but may not be apparent for L2 learners of Mandarin. Given exposure to literature, L2 learners may then be sensitised to such intricacies, enabling them to recognise them in actual communicative use.
If we agree that language and culture are inseparable, and that language learning is not just about language, then the incorporation of literature in language learning does sound like a good proposal. A word of caution, though, needs to be acknowledged: any individual text can only provide one single perspective and snapshot of the culture in question. Language educators keen to open up dialogues about culture through literature need to be mindful in facilitating those conversations to prevent reinforcing stereotypes through the lenses of just one person.
2. Literature is more motivating and engaging as language input.
How does literature in language learning differ from other language input in terms of motivation and engagement? Note that this is not an inherent characteristic of literary texts, but more of a comparative advantage when placed alongside functional texts. Texts usually found in communicative tasks – daily transactional conversations and the likes – are useful for helping L2 learners rehearse the necessary language skills before actual performance in real life. However, they are less efficacious, if not completely ineffective, in enticing learners to yearn more of such input.
On the other hand, literature exposes students to a wide variety of themes and content which usually involves the engagement of narratives, either directly in the literary work or as part of the context that gives birth to the work. We generally know how powerful stories and narratives can be (representational texts) in contrast to information and arguments (referential texts). A well-written novel or short story can naturally invite learners to unravel the plot and become involved in the suspense.
In that sense, literature offers a dialogic space where learners can explore their own feelings in connection with past or shared experiences, making space for deeper emotional engagement. There may also be more flexibility to accommodate the various interests and priorities of the students while maintain relevance to their lives – depending on how the literary selections are organised and how the reading is facilitated.
Moreover, literary works are usually constructed with novel and creative uses of the language – the stylistics. This is one unique characteristic of literature that scholars generally agree on what makes it motivating, since the linguistic choices and patterning demonstrate the capacity to draw readers in and increase their enthusiasm to read literary materials. Whether or not these literary devices should be taught will then depend on the profile of the learners.
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3. Literature is a rich source of authentic naturalistic input.
To facilitate language acquisition, learners generally require 7 types of language input, where one of these types is naturalistic input. Naturalistic input refers to language input received under naturalistic conditions. Basically, it is language to which learners are exposed in the “real world”, where the language is usually unfiltered, meaning-focused and can be highly variable – authentic input. Such input is not primarily produced with the intent to support language acquisition.
Literature created organically (that is not created for language learning) fits the description here. The texts are created for proficient users of the language, or mainly the target community of “native speakers”. As such, learners of the target language, regardless of L1 or L2, have to cope with the features of such language use. Mastery of those features will thus push the learners to become proficient themselves too.
However, this is not to suggest that naturalistic input delivered through literature is meant for any profile of learners. Remember that I mentioned that learners generally require 7 types of language input? Naturalistic input models the opportunities and challenges of authentic target language use – that can be useful for all profiles but needs to be moderated for learners with beginning to intermediate learners especially in L2 learning situations. Exposing such learners to organic literature extensively (or worse exclusively) is at best sweeping their confidence out of the classroom. Even in L1 contexts, there is a reason why children’s literature are produced in a different manner from adult literature.
As such, the authentic “experiencing” (Picken, 2007) is a more viable approach. Organic literature with the earlier mentioned benefits (e.g. window to target culture, wide variety of themes and content, creative language use) can be a rich repository of language input materials to create the authentic experience. The authenticity is facilitated by the skilful teacher that brings learners to immerse in the text. If I were to use the terms from the other article on types of language input, yes, the teacher needs to derive modified input from the naturalistic input.
To extend this point a bit further, a single literary text can be a hub of discourses brought into salience. As a result, it enables language learners to recreate scenarios where they can act in an authentic manner when interacting with those discourses – the exchange of ideas, emotion and information in realistic settings accompanied with practices of problem-solving and meaning negotiation in actual communicative situations (De León & Hermoso, 2020).
Where possible, reading literature should be accompanied with a critical mass of auditory input. In such cases, there is considerable language development in the oracy domain. That is not too uncommon for L1 learning, but it can be challenging for L2 learning situations. Depending on the target language and the availability of resources (e.g. actual native or proficient users of the language as daily interlocutors), most L2 learners may rely upon classroom language input to have any L2 input. In such circumstances, literature may assume the major role of supplying naturalistic input – loads and loads of it – to augment the inevitably limited L2 input and foster language development.
Some critics of using literature in language learning have noted that even when it is naturalistic, the written language in literature may not be reflective of authentic language use. They argue that the writing styles and literary devices used in literature are not frequently experienced in authentic language.
Scholars who advocate for literature in language learning have rendered such claims to be generally misguided. They assert that there are no evident distinguishing linguistic features strictly exclusive to literature or common daily use, citing some of the following understandings (Hall, 2015a):
- Literary language can be found in both spoken and written language;
- Literary language is observed in both informal and formal contexts;
- Discourse types that are more associated with literary language, such as metaphor or narrative, are observed in all language use
- Modern literature incorporates loads of features of speech that emulate daily communication.
To a certain extent, whether or not a text is regarded as literature is really a matter of degree – say in terms of creativity and type of engagement with readers – rather than an inherent categorical construct.
Literature is made of, from, and with ordinary language, which is itself already surprisingly literary
Hall, 2015a
4. Literature develops language awareness through a good blend of ordinary and literary language use.
With the blurred boundaries between what constitutes as literature and what constitutes as otherwise, there are critics who then question how that contribute to the discourse of literature in language learning since it appears that everything can be argued to be literature as long as there is some “imaginative content or techniques used to induce emotional and cognitive responses”.
My personal sensing is that such critics are still constrained by the concept of Literature with the big ‘L’ – only classics are considered Literature. To them, and a lot more laypersons, this is something that is difficult to break out of. Literary classics are regarded as the pinnacle of humanistic expression using language, enshrined in our collective memory as sacred and unreachable.
Yet, have we asked how classics came into being? Were they classics right at the point of creation? Or have they been co-constructed by readers, with all different sets of political and ideological motivation, and upheld to the position of classics? The truth is classics were formed through a process – and probably the very same processes that we will be doing if we use them in our language classes.
Of course, I also cannot resist the urge to represent classics as linguistically different from all others – the literary language found in them must have been very different. There are no lack of unconventional language use in literary classics (think about poetry) which seem to validate such pre-conceived notions.
But, as mentioned earlier, research has found literary language not to be significantly different from everyday language use. Taking aside unique characteristics of language use that may be better explained by diachronic change, we may be able to overcome this bias to realise that literary language might not be that categorically different.
Paradoxically, the study of literary language from a linguistic perspective has indirectly led to a greater understanding of language and language usage in general – a heightened awareness of linguistic features and the extent of how language can be used in the target language.
I have briefly mentioned the term “stylistics” earlier. The examination of literature through the use of linguistic theories and techniques is known as literary stylistics. Such investigations look at how particular words and phrases create meaning in a text, as well as which linguistic elements are emphasised in the writing.
A language educator who is trained in facilitating discovery of styles in literature can expose learners to a wide array of possible styles, on which learners can evaluate, question, and interact with emotionally and creatively, while relating to their own linguistic experience with the target language.
Bringing students through such processes challenge them to contemplate the accepted conventions of language. To appreciate the stylistic impact of unconventional language use, they do need to realise what are the conventional forms of language. Through exposure and reflection, learners build their awareness of the myriads of possibilities in expressing in the target language while also consolidating generalisable representations of the grammar in the target language.
Let us visualise the transfer back to the daily mundane language use in the learners’ lives. Perhaps they may not be doing literature specifically, but they have the potential to be more expressive through a good blend of ordinary language and literary language. Achieving this is much more efficient and accessible through structured literature exposure, than waiting for unstructured opportunities in daily examples.
5. Literature facilitates Extensive Reading which promotes incidental language acquisition.
I can never overstate the importance of reading for language learning. I have shared earlier how reading expands learning opportunities for L2 learners in a L2-input impoverished environment. There are other benefits of reading which I will explore in another future article.
For one, extensive reading maximises the repeated exposure to specific uses of the target language and the social and contextualised use of linguistic structures. This is instrumental in facilitating incidental language acquisition, through automaticity of language processing through practice and vocabulary acquisition. In addition, reading has a large effect on vocabulary acquisition, especially in the building of the mental lexicon that is not commonly found in speech.
Even in L2 learning contexts, while we may not implement an extensive reading programme right from day one, it should be featured in the pipeline once certain conditions are met. Extensive reading provides L2 students opportunities to see how the target language is manifested in extended discourses.
However, can we imagine ourselves reading only referential or functional texts as part of an extensive reading programme? Learners will probably not be very motivated to do so. This is where literature, with all the narratives and creativity, can play an instrumental role in becoming the materials to drive independent out-of-classroom extensive reading.
Language educators may wonder how beginning readers can do that, especially the L2 learners. Indeed, for emergent or early readers, graded readers can be a better option to drive this programme. Note also that graded readers also include literature, albeit the abridged versions, and other narrative texts that are pseudo-literature (we do not include those in our discussion). I always fondly remember that my first exposure to Charles Dickens’ Oliver Twist and David Copperfield were pocket books.
In the era of podcasts and audiobooks, there are also many supplemental resources to support extensive reading programmes. Where available, the audio version of literature can be played alongside the written version to facilitate an integrated experience of the text and enhancement of both listening and reading skills. If you are interested to find out more about this, you can also read another article I have written on the use of podcasts for language learning.
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6. Literature aids in developing multiple literacies which heavily influence contemporary language use.
If the addition of podcasts or audiobooks already allows a multimodal experience to previously written works, we can imagine how avant-garde writers have gone further to re-imagine our experiencing of literary texts in general, thus providing exciting possibilities of literature in language learning.
One important message that I always share with fellow language educators is that language is a dynamic social product that is constantly changing and shaped by its speakers and users. Contemporary language use has presented many examples (e.g. neologisms) of how language can extend into different domains, and contemporary literature is usually at the forefront of such experimentation.
Literary texts these days utilise different methods of communication (e.g. verbal, visual, and spatial elements) to communicate ideas. We have seen in flash fiction how different presentations of non-continuous texts (e.g. like a shopping list – alas, a functional text) can be a snapshot to gripping tales. With more mediums coming into existence, a story that moves between dynamic media (e.g. videos) and static media (e.g. pure words on-screen) is no longer an outlandish experience. And let’s not forget the experimental series of drama performances that may just be popping up in your neighbourhood!
You might ask: what has all these got to do with language and language learning? Unless we are totally convinced that language use is confined strictly within static linguistic symbols such as letter or characters, we would otherwise come to realise that the negotiation and understanding of meaning are now shaped by multiple layers of semiotic mediums. This consequently demands our learners to develop multiple literacies to be an active participant in contemporary communicative situations, to be able to produce and interpret texts of similar qualities.
In that consideration, an inclusion of literature in language learning can be transformational, especially those of contemporary works and the group of literature with the small letter ‘l’. Multiple literacies that are developed will also be transferable to other domains of knowledge and skills acquisition.
7. Literature educates the whole person.
I have hitherto presented the benefits of literature in language learning which are relevant to language educators. But the inclusion of literature learning in education has other benefits which contributes to the education of the whole person.
Firstly, it has the potential to facilitate the development of imagination and creativity. I have spoken of that in the area of language use, but think about the possible realities that have been generated in the literary world: magicians and wizards of a parallel universe, time travelling odysseys, perilous adventures in unchartered regions, resolution of mysteries and crimes that confound our common sense. All these are worlds that we may never experience ourselves, and they can enrich our learners in their theories and conceptualisation of humanity across time and space.
Secondly, learners can also nurture emotional intelligence through literature. Students’ perspectives are widened when they are introduced to different cultures, histories and points of view in literature, enabling a more holistic appreciation of social issues and human experiences – all the essential ingredients for compassion and empathy.
Thirdly, when done in the right ways, literature can help students develop their critical thinking skills by analysing and interpreting different texts with skilful guidance from educators. Learners can learn how to evaluate the validity of arguments and make informed judgments about complex issues – sometimes to work with incomplete truths as usually presented from a single perspective within a specific literary work. Such skills can be transferred to other academic areas and to real-life situations, enabling students to make informed decisions in their personal and professional lives.
Parents and educators generally do understand how literature can play a vital role in educating the whole person, especially for the growing children and teenagers. This is also why debates can arise between stakeholders on the choice of literature for students to be exposed to. Noting the power of literature as a tool in the education of the whole person, all the more should it have a rightful place in language learning.
Conclusion
The importance of literature in language learning cannot be overstated. Its benefits cut across different dimensions of language learning, and can transcend language education to the whole person. With so many benefits offered, language educators should take advantage of literature when designing their courses and learning materials. The results of a literature-included approach can potentially be transformative for both instructors and students alike.
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Recommended Readings
- Almeida, A.B., Bavendiek, U., & Biasini, R. [Eds] (2020). Literature in language learning: new approaches. Basingstoke UK: Palgrave Macmillan.
- Abukhattala, I. (2014). Literature in Foreign Language Education Programs: A New Perspective. Advances in Language and Literary Studies, 5(6), 216-226.
- British Council. (Unknown). Using literature – an introduction.
- Hall, G. (2015a). Literature in Language Education. Basingstoke UK: Palgrave Macmillan.
- Lazar, G. (1993). Literature and Language Teaching: A guide for teachers and trainers. Cambridge UK: Cambridge University Press.
- McRae, J. (2022). Literature with a Small ‘l’: Developing Thinking Skills in Language Teaching and Learning. UK: Wayzgoose Press.
- Naji, J., Subramaniam, G., & White, G. (2019). New Approaches to Literature for Language Learning. Cham Switzerland: Palgrave Macmillan.
- Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465–496.
- Picken, J.D. (2007). Literature, Metaphor, and the Foreign Language Learner. Basingstoke UK: Palgrave Macmillan.
- Sell, J.P.A. (2005). Why teach literature in the foreign language classroom?. Encuentro, 15, 86-93.
- Teranishi, M., Saito, Y., & Wales, K. [Eds] (2015). Literature and Language Learning in the EFL Classroom. Basingstoke UK: Palgrave Macmillan.
References
Almeida, A.B., Bavendiek, U., & Biasini, R. [Eds] (2020). Literature in language learning: new approaches. Basingstoke UK: Palgrave Macmillan.
Abukhattala, I. (2014). Literature in Foreign Language Education Programs: A New Perspective. Advances in Language and Literary Studies, 5(6), 216-226.
Bloemert, J., Jansen, E., & Van De Grift, W. (2016). Exploring EFL literature approaches in Dutch secondary education. Language, Culture and Curriculum, 29(2), 169-188.
Bloemert, J., Paran, A., Jansen, E., & Van De Grift, W. (2019). Students’ perspective on the benefits of EFL literature education. The Language Learning Journal, 47(3), 371-384.
British Council. (Unknown). Using literature – an introduction.
Calafato, R. (2023). Literature in language education: exploring teachers’ beliefs, practices, creativity, and literary competence. Pedagogies: An International Journal.
Council of Europe. (2018). Common European Framework of Reference for Languages: Companion volume with new descriptors.
Daskalovska, N., & Dimova, V. (2012). Why should literature be used in the language classroom?. Procedia – Social and Behavioral Sciences, 46, 1182-1186.
Hall, G. (2015a). Literature in Language Education. Basingstoke UK: Palgrave Macmillan.
Kim, M. (2023). Literature Discussions in Adult L2 Learning. Language and Education, 18(2), 145-166.
Lazar, G. (1993). Literature and Language Teaching: A guide for teachers and trainers. Cambridge UK: Cambridge University Press.
Luukka, E. (2023). Meanings attributed to literature in language education. The Language Learning Journal, 51(1), 18-32.
McRae, J. (2022). Literature with a Small ‘l’: Developing Thinking Skills in Language Teaching and Learning. UK: Wayzgoose Press.
Naji, J., Subramaniam, G., & White, G. (2019). New Approaches to Literature for Language Learning. Cham Switzerland: Palgrave Macmillan.
Nasirahmadi, A., Madarsara, F.A., & Aghdam, H.R. (2014). Cultural Issues and Teaching Literature for Language Learning. Procedia – Social and Behavioral Sciences, 98, 1325 – 1330.
Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465–496.
Pennington, M.C., Waxler, R.P. (2018). Why Reading Books Still Matters: The Power of Literature in Digital Times. New York USA: Routledge.
Picken, J.D. (2007). Literature, Metaphor, and the Foreign Language Learner. Basingstoke UK: Palgrave Macmillan.
Pountain, C.J. (2017). The Three Ls of Modern Foreign Languages: Language, Linguistics, Literature. Hispanic Research Journal, 18(3), 253-271.
Sell, J.P.A. (2005). Why teach literature in the foreign language classroom?. Encuentro, 15, 86-93.
Sinan, A.T., Demir, S., & Do?an, F.D. (2017). Teacher’s Views Regarding the Place of Children’s Literature in First Language Education. Journal of Education and Training Studies, 5(12), 133-145.
Teranishi, M., Saito, Y., & Wales, K. [Eds] (2015). Literature and Language Learning in the EFL Classroom. Basingstoke UK: Palgrave Macmillan.
Tsang, A., Paran, A., & Lau, W.W.F. (2020). The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views. Language Teaching Research.
Viana, V., & Zyngier, S. (2020). Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching, 14(4), 347-361.
