I used American literature with a class of
university-educated immigrants who were beyond
retirement age.  The class ranged from beginning to
high intermediate level students.  For the most part
these students  wanted to be able to speak with their
grandchildren and perhaps know enough English to be
able to share some wisdom.  But they had no other
expressed goals.

I read short poems and short stories  to them as a
listening warmup, so that they could more easily hear
the music of spoken English.   They sometimes
recognized the poems as those that they had studied in
translation when they were students.

I brought in excerpts from plays.   After I read them,
the students would read in chorus  with me; then
individuals would read the different roles.  Then we
would talk about the characters, what might happen
next, etc.

Without my prompting, they sought out English
translations of pieces of literature from their own
culture.  We learned a lot about each other in this
way - more than by speaking our own words.

This same group insisted on learning the lyrics to
“God Bless America” and “Twinkle, Twinkle, Little
Star”.  Oddly enough.

I have found that all students are eager to hear  the
stories of our literature.  I only use short, American
pieces.   O. Henry and e. e. cummings - sometimes
children’s poems - sometimes song lyrics.  I think
students are flattered to think that a teacher
believes they are people who could enjoy “elevated”
works.  Also, students can practice short phrases,
imitating my pronunciation - without the pressure of
learning a dialog (which requires them to perform in a
real life situation.)

 I believe that poetry can be used with all levels. 
Something about the music and emotion of poetry appeal
to people, even if we don’t understand every word.

Wishing you all the best,
Barbara Rotolo-Caballero
Part-time ESL Instructor,
Austin, Texas
--- ginabina2u at verizon.net wrote:


> Since I'm new to this discussion board, I'll first

> introduce myself: I'm a graduate student in the

> TESOL program at UMCP, with the goal of teaching

> English to adult immigrants.  I'm very interested in

> using literature (poetry, novellas, plays,

> folktales, myths, novels...) in teaching adult ELLs.

>  And, I'm currently writing a paper on the topic.

> 

> I have several "burning" questions for anyone who's

> had experience with this approach, and would greatly

> appreciate any insights you might have.

> 

> Here's some background: I'm interested in using

> literature aesthetically (rather than efferently) in

> teaching ESL adults.  In other words, I want to

> share my passion for literature with my students --

> to engage them in the literary process (interacting

> with the literature, and thinking about how it

> applies to their own life experiences) -- not use it

> merely to teach grammar.  It's important to me that

> literature be used appropriately in the classroom...

> the way the authors intended it to be used.  I'm

> also very interested in how culture plays a (huge)

> role in literature... and how a teacher can take

> advantage of this and use literature to not only

> teach English, but also to promote cultural

> awareness (of different cultures, as well as those

> of the students) and sensitivity in the classroom.

> 

> As part of my research paper, I'm required to

> interview a teacher who has (or has had) experience

> with teaching literature to adult ESL students.  You

> may have taught literature aesthetically or

> efferently, or both.  That's fine.  I'd like to hear

> about your experiences.  Below are my questions:

> 

> 1) What has worked for you in using literature to

> teach ESL adults?  What hasn't?  Why?

> 

> 2) Have you had any difficulty motivating and

> engaging adults in learning English through

> literature?

> 

> 3) Is a certain level of English language

> proficiency necessary before using literature in the

> adult classroom?  Is it possible to use literature

> with low level students?  

> 

> 4) If you've used literature with low level adult

> students, what has worked and what hasn't?

> 

> 5) Do you have any literature lesson plan ideas for

> adults (at any level) that have especially worked

> for you?

> 

> 6) In your opinion, are there any circumstances in

> which using literature for ESL adults isn't

> recommended?

> 

> 7) How would you respond to the criticism that

> teaching literature is impractical for adults? 

> (Common gripes: "ESL adults need to learn English to

> survive... literature is 'fluff' and useless...  

> adults are too busy to sit around and discuss

> literature... in the time they *do* have, they

> should be learning practical English.")

> 

> A lot of questions, I know.  If you haven't the time

> to answer all of them, I'm *most* interested in

> questions 2, 5, 6, and 7.  

> 

> I look forward to reading your comments!

> 

> Thanks so much,

> 

> Gina Verbrugge

> Graduate Student

> University of Maryland, College Park

> ginabina2u at verizon.net

> 

> 

>  

>      

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