Literature-based instruction

Exploring historical fiction

In this article, Custodio and Sutton present inspiring ways to use literature-based instruction with L2 learners. They combine literature-based approach and content-based instruction in ESL classes and they point out to the numerous advantages of literacy development. I have never experienced such an approach in any of my second or foreign language learning classes. I have experienced a more traditional approach, an audio-lingual approach of language learning. However, I can relate to the text and to this presentation of literature-based approach, since my sons have experienced some literature circles in their ESL classrooms. I know some English high school teachers who work for a certain period of time exclusively on a novel in various ways. I agree, without reserve, that reading historical fiction novels can help develop cultural and historical knowledge. Literature-based instruction lends itself to interdisciplinary projects and develops language and literacy skills. If I were an ESL secondary teacher, I would certainly consider using literature circles for its values. I would take into consideration the various interests and learning styles of all students, select different genres, not only fictional novels, and plan activities and projects that would appeal to more than one type of learner (multiple intelligences). I would consider a classroom blog or a team blog to engage the students in the response process.
STRATEGY : Establishing personal connection with the text phase.(Mels, p.46)


Literature-based instruction and immigrant ESL learners in US schools

In this article, the authors present their own experience with their high school ESL students who come from different cultural backgrounds. They present a unit on immigration for intermediate-level readers with a selection of novels written by authors from different origins and depicting multicultural experiences. Consequently, as they read the selected novels, the students share their own immigration experiences and compare them. The authors observe that “the culture of students are often reflected in the novels and given value”.(p.22). The authors' expertise and relevant curriculum is influenced by their clientele, mostly immigrants in US high schools. Through reading historical novels such as Letters from Rifka by Karen Hesse (1992) or New Kids in Town by Janet Bode (1989), for example, the students are able to relate to characters who faced similar problems or situations. Finally, according to the authors, literature-based instruction allow students to learn about the history of their new country, since other selected novels cover various historical time periods and address various social issues.

STRATEGY: Describe the authors' point of view. (Guidelines in the course notes)

Brenda Custodio and Marilyn Jean Sutton(1998). Literature-Based ESL for Secondary School Students. TESOL Journal, 7(5).19-23.