Learning Language Through Literature: A Sourcebook for Teachers of English in Hong Kong

Conclusion

Conclusion One theme appears constantly throughout this book. It is that in the English language classroom, whether it be at primary, secondary or tertiary levels, high interest and positive motivation can occur through active learning when literary texts, literary techniques and literariness become regular features of the class. There is an increasing trend, worldwide, to incorporate both literature and literary techniques into the English language classroom. Since Hong Kong already possesses a forward looking Form 5 and Form 7 A/S Level syllabus, there is no reason why the good work which often occurs at the end of students' school lives should not take place much earlier, from early in primary school. There is an opportunity for this to occur relatively soon in Hong Kong because of the introduction of the TOC. It is within the context of the TOC that a number of contributors have mentioned the experiential dimension which is part of the English Language TOC. Once TOC is implemented throughout the primary and secondary school system, it will be necessary for textbook writers and teacher s t o create materials , activitie s an d assessmen t task s fo r thi s dimension. The texts, techniques and tasks mentioned throughout the book can provide easily accessible resources for this dimension which encourages the student to experience the feelings and emotions which the typical classroom text does not stimulate or encourage. Indeed, many of the practices described here allow th e student to not only access but also to express feelings an d emotions through literary genres such as narrative, creative writing, poetry, the short story and drama. 180฀Conclusio n฀ In virtually every chapter, contributors make a number of recurring points: • literar y texts are authentic texts written to be read and enjoyed ; • literar y texts are enjoyable for the second language learner if they are chosen with care; • th e motivating features of literary texts and techniques can greatly enhance the work of the language classroom; • typica l students are capable of being creative; • a lively, highly motivated class, enjoying their language learning are likely to be able to use English better than the class which consists of student s who are unmotivated and bored; • literar y texts allow students to access and express emotions and feeling s which fi t i n wit h th e experientia l dimensio n o f th e Targe t Oriente d Curriculum; • wha t the contributors are describing have taken place with ordinary students in ordinary classrooms in Hong Kong and Macau; • wha t the y ar e describin g i s no t difficul t t o carr y ou t i f a teache r ha s enthusiasm. It should be noted that Falvey (1996) , in talking about the dearth o f Englis h teachers i n Hon g Kon g wh o ar e bot h subjec t an d professionall y qualified , discusses the need for special treatment for teachers of English. This is because so many are not capable of exploiting the many appropriate texts and techniques which are readily available to them. Furthermore, it is quite clear from preliminary research work on language benchmarks for teachers (Conia m and Falvey, 1996 ) that many teachers wh o possess neither content knowledge nor professional training in teaching English are totally 'book-bound ' i n their struggl e to survive in the English languag e classroom. In order to survive, they slavishly follow the textbook, not always understanding the pedagogic points which it promotes. It is impossible to ask teachers such as those described here to use literary texts, to work creativel y with students , t o hav e th e confidenc e t o tel l stories , to writ e poems , t o us e short stories instead of textbook texts. Does this mean that the approaches advocate d here must be abandoned ? The answer is an emphatic 'no!' . Hope is at hand. Once language benchmarks are implemented, we will have a teaching force whose English language ability will be benchmarked, whos e subject conten t knowledge/language awarenes s will be benchmarked an d who will all have professional training . Once these conditions ar e met, the good wor k which is already takin g place s i n a large number o f Hong Kon g classes can be spread to other classrooms wit h othe r teachers. I t wil l the n b e possibl e t o se e...