Learning English Genres: A New ELT Paradigm
by Dr. G. A. Ghanshyam, Professor of English, Govt. M. L. Shukla College, Seepat, Bilaspur (C.G.) India.
“. . . we dream in narrative, daydream in narrative, remember, anticipate, hope, love, despair, plan, revise, criticize, gossip, learn, hate and love by narrative.” – Barbara Hardy
English language teaching and learning is an important and crucial part of contemporary education. Accorded a global stature and currency the language has made inroads within every nation and culture. A language that engenders avenues of progress and prosperity, teaching and learning of the language (ELT) is not without its share of obstacles and difficulties.
Several approaches abound as to the application of techniques and methods in ELT. A method that is steadily gaining ground is the genre based method. Communication (transference of knowledge: emotive or informative) being the prime function of language forms the basis of the concept of genre based language teaching. Inspired by Bakhtin’s dialogic principle that defines language as a way of conceptualizing the world; genre focuses on studying the use of language in context. Bakhtin further explains genre as a derivative of the ‘inner genre’ that resides in an individual just like inner speech gives shape to outer speech. Several factors that contribute to the creation of the inner genre are based upon the culture, tradition and social milieu.
Language is a process of signification that derives its meaning from the social, political and economic culture of which it is a part. To learn a language it is essential to be aware of the culture of which it is a part and a product. Genre helps in this area because it not only gives an example of the technicalities of language usage (grammar, syntax, etc.) but also the innate nuances of its use, the expressions and emotions.
In the arena of second language teaching that distinguishes ELT in India, it is very important that the students are made aware of the nuances of its use. Lack of a proper and conducive environment impedes the smooth progress of ELT. It is an uphill task that has to grapple with multiple problems of lack of: relevant context, motivation, proper student-teacher interaction, passivity, practical and learner centred approach and most importantly the culture that language carries within itself. Genre is seen as the way culture carries out its transactions and communication. Knowledge is conveyed through different genres determined by culture. The use of genre in an English classroom provides the teacher and student with more room to actively interact, learn and use the language.
The various genres of literature that prove to be an important aide to ELT convey this very knowledge integral to the learning of a language, and its eventual practical use. Poetry, Drama and Fiction complement ELT as useful resources in the form of context that contribute to the four integral steps of language learning i.e. LSRW.
ELT cannot be confined merely to the technical knowledge of its structure and grammar; comprehension forms an integral part of the process. Unless the student comprehends fully what he/she listens and reads, he/she will not be able to effectively use it in speaking and writing. One has to develop the ability to comprehend, think and decide the particular way he/she need to employ to articulate the knowledge he/she wants to convey; Genre helps the students of language to learn and understand the ways in which language is used in particular situations and context.
Story, theme, character, emotion of a poem, play or fiction helps to generate an interest among the students. They can listen to the teacher reading out the text, discussing it in the class or try reading it themselves, discuss it with peers, comprehend the meaning and form their own perception.
Discussion, speaking out in the class and reading helps the students to overcome the initial inhibition and shyness thereby raising their self-confidence and interest in the class and classroom activity. It will also help them to learn and actively practice pronunciation, punctuation, stress and intonation to be used in a particular situation and expression as dictated by the context in use.
Eventually leading to the stage of composition, the above activities will help in the effective usage of the language with the aide of a new ELT paradigm; genre.
Knowledge, language and culture are interrelated. A major obstacle that most second language learners’ face is the inability to relate to an emotion or thought in English, the target language. They think in their mother tongue and then try translating it into English. This often gives rise to difficulties related to difference in cultural context, errors in construction and the use of the target language. Use of genre in the teaching of English as a second language helps the learners to think in the target language by enhancing their language skill as well as their knowledge of the cultural context of the language text, and developing their level of comprehension and critical faculty in that language.
POETRY
Poetry in the words of Wordsworth is the ‘spontaneous overflow of powerful feelings’ which is a quite difficult genre to teach and utilize to teach language. As a genre it is often highly symbolical but at the same time very interesting and enchanting that can help in catching the attention, interest and curiosity of the student.
In language teaching the students can benefit from listening and imbibing the aesthetic employment of language, comprehension of the underlying ideas and emotions, intonation, stress, etc. Being rhythmic in nature the students will enjoy poems and lilting music of the verse which will in turn help them to sustain their interest in the language. The use of metaphoric language and expressions help the students to understand and learn the poetical use of language; it will help to develop a sense of aestheticism related to the language.
Recitation is an important part of poetry reading and appreciation. Great significance is laid on proper stress, intonation and pitch that vary with the emotions expressed in a particular poem. Reading a poem aloud in class helps the student to understand these peculiarities and nuances of the language and learn their proper usage.
Poems which express strong emotions, attitudes, feelings, opinions, or ideas are usually more ‘productive’ than those which are gentle, descriptive, or neutral. (Tomlinson 36)
Language is not merely a system of set rules and grammar, for effective communication it requires to be substantiated with appropriate non-verbal communication as well; expression, voice modulation, stress, etc. Use of literary text like a poem will help invigorate the language classroom with new ideas, information, sounds, and knowledge. Learners will be able to discuss the related cultural attitude and ethos of the text.
Use of poetry provides a waft of fresh air into the ELT environment. Along with the grammatical rules learners enjoy and learn the rhyme and rhythm; the music inherent in poetical use of language, their vocabulary is enhanced and they can try out the interesting exercise of finding new words that rhyme and they learn the use of metaphorical language by listening to the recitation of the poem and reciting it themselves they become familiar with the sight and sound of the language. Learning should be an enjoyable experience and poetry aides in the process of enlivening the process of language acquirement.
Communication being the sole aim of language learning an associated and important aim that often gets ignored in the language classroom is creation. Introduction of the poetic genre in ELT will attune the students to the lyrical quality of the language which can be further culminated into a creative activity of poetry writing that they can present themselves later in the class.
Use of poetry apart from making the language classroom more learner centred does not however negate the role of the teacher as a facilitator who will guide and supervise the learning and appreciation of poetry, its various nuances and technicalities, and its eventual contribution to the overall process of ELT.
DRAMA
Drama facilitates communication in L2 learners by encouraging the following psychological factors to operate: heightened self-esteem, motivation, and spontaneity; increased capacity for empathy, lowered sensitivity to rejection. (Stern)
Drama is an important and effective genre in the field of ELT. The use of short plays and skids enable the teacher not only to enliven the classroom atmosphere and break the monotony by actively involving the students in role play but it also helps in teaching the students the expressions and other inherent characteristics of language usage.
An important contribution made by the dramatic genre has been in the generation of interest and interaction in the language classroom. The students can read out the play and enact the roles with dialogue delivery in the class guided by the language teacher. The exercise will help them to learn the way a character speaks, the emotions expressed through words with proper stress and intonation, the pitch, etc. The exercise will enable the students to come out of their cocoons and open up as they will be enacting the character of someone else. Coming out of the traditional confines of the text will also help enliven the teaching process and motivate the students to learn and use the language effectively.
The employment of the dramatic genre in an ELT classroom enables even the passive students to take part, as drama is a group activity that demands team work and equal participation. It not only helps in learning and practicing the four basic steps of language learning but also in acquiring the non-verbal part of communication, building of self confidence and self-worth and also helps to overcome shyness and inhibitions, and most importantly makes the learner aware of social and emotional situations and the language used therein.
Drama demands enthusiasm- not only for the lesson, but also for the students. And this in turn depends on the formation of a relationship of mutual trust in which neither teacher nor student feels ‘at risk’, but they willingly change roles and status to achieve the aims of the lesson. (Wessels 15)
FICTION
Second language learners of English do not have minimal ability in the use of the language nor do they have a proper atmosphere wherein they can become familiar with it. A major hurdle for the language teacher is to overcome the inhibition and fear that the learners have for the language by creating an enjoyable, interesting and relaxed environment for the students to get familiar with the language. Genre plays an important role in helping the students to become friendly with the language. Poems, drama and stories create simulation of real life situation and help people to understand and learn the practical usage of the language. This helps in developing the imaginative, creative and critical faculties of the students along with their language skills. It develops their understanding of literature within social, cultural and political constructs thereby extending their knowledge of the language; its features and conventions.
Fiction involves the use of short stories and novels, preferably novellas to generate an atmosphere of active student-teacher interaction, and enhance the level of comprehension and perception of the language through the narrative.
The stories help the student to understand not only the particularities of language use but also the culture in which it took birth. Local and global texts help them to understand the differences and similarities of language use and the way it transforms and alters to suit to a particular culture and ethos.
Comprehension and perception help the students to progress from the path of imitation to imagination and creation. Stories can be given the form of a play by the student themselves thereby writing dialogues and enacting the story in the form of a performance.
Visual media has always proved to be a more effective medium of instruction compared to traditional ones. Use of genre in ELT can also benefit from the use of media like feature films that are based on literary texts. Use of popular culture in the form of films will help the English teacher to break the monotony of the classroom as well as provide the students with a visual representation of the use of language and the culture of which it is a part. Ayesha Viswamohan says in this regard, “To begin with, a film can add to the understanding of the period: the socio-political milieu, the ambience, the lifestyle, and also the language.” (Viswamohan 4)
The exercise will help motivate and create an interest among the students regarding the language. They will be able to listen and learn accents, expressions, pronunciation, and other features of the use of language. Level of comprehension will be enhanced when the narrative will be depicted through actual performance. Plays and fiction can be taught with the help of the cinematic media along with the text. Comparisons can be made by the students regarding the difference in both, the text and the film, and their own interpretation of the theme and characters. Viswamohan in her article also emphaises the use of songs to teach the language thereby imparting to the English classroom a degree of energy and enthusiasm that would benefit all the students to actively take part in the class, enjoy the experience and learn from it. Viswamohan further remarks:
Their use instills the class with a sense of belonging, promotes better interaction, and facilitates positive attitudes among the learners. The not-so-proficient learners are also motivated to learn the language better as they feel that their insufficient skills act as deterrent in their whole-hearted participation. (Viswamohan 5)
Primary function of language is communication. Unless effective communication takes place between addressor and addressee, learning a language is of no use. Genre helps the language students with examples of how to use the language in particular context; the manner and the ways. Each genre has its equal place of importance in ELT. A primary concern for an ELT teacher is the content that he/she needs to incorporate in the classroom to teach. Content development is a crucial part of language teaching that can be benefitted tremendously by the employment of literary genres.
In the use of genres particular attention should be given to the fact that English is no longer the language of the Britishers but has today many roots and many voices. The students should be made aware of the changing facets of the target language particularly the local use of the language. Knowledge of the way Indian English is fashioned to suit the Indian ethos and culture will help the learners to relate to it more easily, and think and employ the language in their speech and writing effectively without stumbling over cultural constructs that hinder their understanding and use of the language. “If English is imposing the world on our students, we can enable them, through English, to impose their voices on the world.” (Warschauer)
The learners should be provided with the knowledge that will enable them to master the language, and also the freedom to use the language in their own authentic voice.
Apart from the complementary role that the genres will provide to the process of LSRW it will also help in making ELT learner based by incorporating projects and study groups on the genre and the related text. The teaching process will become more interactive and interesting catching the attention of the students and sustaining it throughout the class for a better reception of knowledge and its practical use in society and practical situations.
Genre and its contribution to the basic steps of ELT are- L S R &W
L (Listening)
- The teacher can brief the class with an introduction of the theme and background of the text. The students will become familiar with the social and cultural background of the work that will help them in better comprehension.
- Initial reading out of the text by the teacher will enable the students to listen and learn: pronunciation, punctuation, voice modulation, stress, intonation and expression.
- Being the first step towards language learning the students will benefit from listening to the language as it is spoken; verbally as well as non-verbally with proper and appropriate expression.
S (Speaking)
- Students should be actively involved by the teacher in the discussion of the text. Expression of their views regarding the theme, background and culture are to be encouraged.
- Groups can be formed and after the teacher has discussed the introductory part of the text, one speaker from each group can present their view after discussion.
- Queries related to the text and introduction should be encouraged thereby initiating the second step of language learning the ability to overcome inhibitions and speak out.
R (Reading)
- After the initial introduction and discussion, students are to be encouraged to read the text aloud in class with proper pronunciation, punctuation, stress, intonation and expression.
- The teacher is to act as a guide in correcting the errors if any.
- Groups can be formed and listener groups should act as an invigilator to record the mistakes made by the student of the speaker group. In case groups are not formed, some individual students can be made as reporters to record the mistakes of the speaker.
- Discussion of the errors spotted while reading should be discussed with active student participation under the guidance of the teacher.
- The teacher is to guide the student regarding the norms and convention of recitation while reciting poetry; the rhyme and the rhythm, the stress, etc. Emotion and expression should be properly coordinated through pitch, intonation and stress.
- The teacher is to guide the students through the salient features of non-verbal communication as well as per the requirement of the genre, the inherent mood and expression of the text.
- Through reading, along with the earlier step of speaking the most important aspect of language learning is undertaken and that is oral communication: verbal and non-verbal.
- Proper care, constant guidance and supervision is to be provided by the language teacher with adequate freedom to the student to make their own effort and learn so as to master the language and not just be a passive imitator.
W (Writing)
- The final step of language learning is to put into practice the creative and critical faculties developed through the employment of the genre in ELT.
- Writing project should include a discussion and analysis of the poem, drama or fiction; theme and convention of a particular genre; character analysis, vocabulary, and their own interpretation and analysis of the genre, the text and the cultural construct.
- Writing work should also encourage creativity of the students thereby enabling them not only to learn the structure and conventions of the language but also to think in it which is a crucial link in its effective use. Students should be encouraged to write their own verse, dialogues and stories and present them in class.
Here the teacher needs to understand the responsibility that rests with him/her as not only the guide but to be truly a friend, philosopher and guide. Content should be chosen with proper care and activities related to content should be developed to encourage the students to practice their skill.
- Text should match the level of the learners’ language skill.
- It should be relevant to their lives, age and interest.
- It should be fun, interesting and lively.
- Should have emotion, expression, racial and cultural variants that will stimulate the students’ curiosity and interest.
- Content having violent, aggressive and negative emotions, expressions and prejudice are to be avoided.
- Activities like quiz related to the textual content, author, and social milieu can be held.
- Vocabulary test as to the formation of words in rhyme, pronunciation, etc. can be incorporated into games and quizzes.
- Character development and dramatic presentation of the poem, play or story can be undertaken as a group activity.
- Public speaking and conversation can be developed through recitation and role play.
- Poetry, drama and stories can be developed created and presented by the students themselves.
The four crucial steps of language learning and the importance of the course content is an integral part of ELT irrespective of the method or approach adopted in teaching. Use of literary genre however transforms this somewhat placid and dull task into an activity full of creative potential and energy. Imagination gets a free and controlled reign with the role of the teacher as a facilitator not the dictator. With creative energies flowing out through the content onto the minds and hearts of the students the language teaching and learning experience becomes an enjoyable and fruitful one. Motivated and curious the students themselves make the effort to learn and utilize the language in their expression and boundaries of inhibition, fear and unfamiliarity are broken down to usher in knowledge that liberates not confines.
WORKS CITED
Tomlinson, B. “Using Poetry With Mixed Ability Language Classes”. English Language Teaching Journal. 40 (1986): 33-41.
Stern, Susan L. “Drama in Second Language Learning from a Psycholinguistic Perspective”. English Teaching Professional 30.1 (2000): 77-100.
Wessels, Charlyn. Drama (Resource Books for Teachers). Oxford University Press, 1987.
Viswamohan, Ayesha. “Popular Culture and the Teacher of English: An Observation”. IATEFL Issues. Dec 2003-Jan 2004. Issue 176. (4-5).
Viswamohan, Ayesha. “Popular Culture and the Teacher of English: An Observation”.
Warschauer, M. “The Changing Global Economy and the Future of English.” TESOL Quarterly 34 (2000): 511-36.
*ELTWeekly would like to thanks Dr. G. A. Ghanshyam for contributing this article.