Teaching literature as language. A critical examination of linguistic approaches to the teaching of literature to second and foreign language learners.

Abstract

As its title suggests, this dissertation examines second/foreign language literature

teaching (and learning) with an emphasis on linguistic approaches to the study of

literature. The approaches referred to are those which theorise language use - this

includes literary texts - as a communicative context, that is, functional grammar and

critical discourse analysis.

The dissertation argues for the inclusion of literary texts in second/foreign language

teaching and learning on the grounds that, at higher education level, the study of

literature can develop in students important knowledge, understanding, skills and

attitudes which are necessary both for their (the students') functioning in a multicultural

society, and for the development of a critical civil society, as outlined in

current policy documents relating to the transformation of the South African higher

education system.

The dissertation consists of two distinct parts: a theoretical section, followed by a

practical application. In the theoretical section, a rationale is developed for the

inclusion of second/foreign language literature. The following critical questions are

asked:

1. What place do second/foreign language literary studies have in the present

higher education context? - This question is explored against the background

of present higher education policy.

2. What place could, or perhaps should, second/foreign language literary studies

have, or rather, which knowledge, understanding, skills and attitudes can be

taught using them? - Here, theories of understanding (Gadamer and

Habermas), as well as their bearing on language learning and the development

of critical thought, are discussed.

3. Which theories of language and discourse can be used to develop the critical

understanding, interpretation and communication skills that are required in

society? - The goal of this exploration is to gauge which theories best address

the requirement of higher education to produce criticality.

To round the dissertation off, an attempt is then made to apply the considerations

developed in 1 - 3 in a concrete classroom situation. For this purpose, a teaching and

learning project that took place in the second semester of 2000, is described, and its

results evaluated and discussed, against the background of what is presently required

of higher education in terms of its contribution to society.