Literary Texts in ESL: Types and Classroom Use

Posted on Feb 23, 2025 in Other civil servant exams

Unit 15. Tales, Stories, and Other Genres

Didactic Applications of Literary Texts

This essay explores appropriate authors and genres for English as a Second Language (ESL) classes, and classifies different types of texts. It provides a historical background, a textual typology, conclusions, and a bibliography. The legal framework for foreign language learning is the Organic Law 2/2006 of Education, modified by the Organic Law for the Improvement in Educational Quality (LOMCE) 8/2013. Section XII of its preamble highlights the priority of commanding a second or third language due to globalization.

Key aspects of LOMCE include Order ECD/65/2015, which establishes the relationship among key competences, contents, and evaluation criteria in Primary Education. Royal Decree 126/2014 establishes the Minimum Teaching Requirements for Primary Education, stating in Article 7, Objective F, the need to “acquire basic communicative competence in at least one foreign language to enable expression and comprehension of simple messages and survive in everyday situations.” Additionally, Order EDU/519/2014, modified by Order EDU 278/2016, establishes minimum contents for Primary Education in Castilla y León.

1. Tales and Stories

1.1. Characteristics and Functions

Tales and stories offer contextualized vocabulary and structures. Natural repetition aids retention. They feature simple grammatical structures, making it easy to predict what follows. They develop socio-cultural and linguistic competence, help children process feelings, foster imagination and creativity, promote social integration, and encourage positive attitudes towards the foreign language. Tales facilitate unconscious language learning and provide a starting point for various activities, offering insights into other cultures. They also develop receptive skills.

1.2. Traditional Tales

In the 17th century, Perrault was a significant author who wrote for children, formalizing old oral tales. Comenius wrote “Orbis Pictus.” La Fontaine wrote “The Grasshopper and the Ant” and “The Fox and the Crow.” In the 18th century, Rousseau published “Emile.” In the 19th century, the Grimm Brothers wrote “Hansel and Gretel.” Andersen‘s style was poetic, offering a true image of life, as in “The Ugly Duckling.”

1.3. Modern Tales

Modern tales reflect children’s ideas and feelings. Lewis Carroll wrote “Alice in Wonderland.” Oscar Wilde wrote “The Happy Prince.” J.M. Barrie published “Peter Pan,” and Beatrix Potter wrote “Peter Rabbit.”

1.4. Children’s Novels

Children’s novels appeal to older children, often featuring adventure. In the 18th century, Daniel Defoe wrote “Robinson Crusoe,” and Jonathan Swift wrote “Gulliver’s Travels.” In the 19th century, Jules Verne published “Twenty Thousand Leagues Under the Sea,” and R.L. Stevenson wrote “Treasure Island.” In 1910, Twain published “Tom Sawyer.” Roald Dahl wrote “James and the Giant Peach” and “Matilda.”

1.5. A Selection of Today’s Storybooks for Children

Carle wrote “The Very Hungry Caterpillar.” Martin, Bill published “Brown Bear, Brown Bear, What Do You See?” Colin Hawkins wrote “Where’s My Mummy?” and Andrew Wright wrote “The Hairy Tree Man.”

2. Other Genres

2.1. Nursery Rhymes

Nursery rhymes are short and have a marked rhythm. Edward Lear wrote “The Book of Nonsense,” and Watts wrote “Divine Songs for Children.”

2.2. Riddles and Limericks

Riddles and limericks require children to think about what is being described. Their origin is usually popular and the author is often unknown, as in “The History of Sixteen Wonderful Women” (19th century).

3. Typology of Texts

3.1. Classification

Literary texts can be classified according to four criteria:

Genre: Narrative (tales, children’s novels), verse (nursery rhymes, humorous rhymes, riddles).
Content: Traditional tales, fairy tales, fantasy stories, adventure stories.
Presentation: Illustrated, stories with no text, with bubbles, with flaps.
Authentic vs. Adapted Texts: Authentic texts provide examples of real language and are motivating, while adapted texts are specifically written for teaching English as a foreign language.

3.2. Criteria for Selecting Literary Texts

Consider students’ age, level of vocabulary and structures, subject matter, illustrations, characters, language content, rhyme and rhythm, narrative and dialogue, and potential follow-up activities.

4. Didactic Application of Literary Texts

4.1. How to Use Stories in Foreign Language Teaching

Successful introduction and exploitation of storybooks require careful preparation and should cover several lessons.

Pre-listening Stage: Arouse curiosity and expectations by identifying elements in pictures, explaining key words and context, deducing from observations, and predicting what might happen.
While-listening Stage: Students listen to the story. The teacher can read the story or play it on an interactive whiteboard.
Post-listening Stage: Follow-up activities consolidate language presented in the story, aiming at skill integration: describing characters and places, comprehension questions, singing songs, vocabulary activities, handicrafts, and dramatizations. Tales can also be presented through new technologies.

4.2. Storytelling Techniques

Set the mood. Ensure students can see the teacher’s face and illustrations. Read slowly and clearly, varying pace and volume. Involve students actively by asking questions, using gestures, facial expressions, and varied intonation.

4.3. How to Make the Most of Rhymes, Riddles, and Limericks

Pre-listening Stage: Explain difficult words, cultural background, and present pictures.
While-listening Stage: Listen to the rhyme, stop after each verse, clap along, use gestures, or mime actions.
Production Stage: Students imitate the model verse by verse, take turns, perform the rhyme, and invent new verses.

4.4. Extensive Reading

Extensive reading develops receptive skills (listening and reading comprehension). Students should read fluently in English for pleasure, without the teacher’s aid. Create a book corner in the English class where students can borrow books.

5. Conclusion

The teacher must decide on the type of text based on students’ age, interests, and the text’s linguistic and cultural potential. Literary texts offer a rich source of teaching possibilities, presenting language in a meaningful and attractive context. Careful selection and planning will develop students’ communicative competence, the main aim of current educational law.

Bibliography

COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages. United Kingdom: Cambridge University Press.
EMMER, E.T. & GERWELS, M.C. (2002). Cooperative Learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal.
GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós.
HARMER, J. (2008). The Practice of English Language Teaching (4th ed.). London: Longman.
NUNAN, D. (2010): Language Teaching Methodology. University Press.

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