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A Critique on “A Feeling for Language: The Multiple Values of Teaching Literature”

Literature, Teaching, Teaching Practices 0 comments


A Critique on “A Feeling for Language: The Multiple Values of Teaching Literature”

By Prof. Jonathan Acuña Solano
Tuesday, May 5, 2015
Twitter: @jonacuso
Post 163

The teaching of literature in EFL/ESL contexts has never been favored if compared to other language skills or sub-skills. As Long (1986) puts it, “the teaching of literature has lacked a consistent methodology for presentation to non-native speakers.” And this is still evident in certain ways in which new literature instructors posit the teaching of literature by means of “second-hand responses” (Long, 1986), as if non-native speakers lack the ability to provide criticism and were only able to state what others have already commented on a given piece of literature.

Long (1986) critiques the pervasive ways of approaching literature teaching to simply circumscribe it to the “nineteenth-century survival” way of spotting “similes, metaphors, and so on.” Long proposes a different approach to literature in EFL/ESL contexts because these students cannot be paralleled with the native ones. That is, he insists on the necessity to differentiate the way literature is taught in ELT as cases of “text(s)-as-object,” as it regularly happens in EFL/ESL textbooks.

Though Long does not exactly state that the “literary text invites ‘high-order’ questions while [the] non-literary texts presupposes ‘low-order’ questions” (Long 1986), it is important to treat the literary text differently from the reading learners do in regular English-learning textbooks. The ‘high-order questions’ can serve different purposes, but its main one is connected to aid the learner/reader “to get an insight into the text which might not be possible otherwise” (Long 1986). Literature teaching should be aimed at helping the student to verbally and creatively respond to a literary text by means of the instructor’s help. As Long (1986) suggests, the teaching of literature should be a multi-directional mode of presentation.

“The whole emphasis” of teaching literature must be “on the learning rather than the teaching” (Long 1986). Instructors have been more concerned with how they are going to teach in their literature class than with what it is that students are going to learn and why. The “response channels” stated by Long (1986) need to be open so students can cognitively interact with the literary piece to first verbally respond to it, and then allow their creativity interact with the piece and produce their own interpretations once their comprehension has been nurtured by the instructor.


Long, M. (1986). A Feeling for Language: The multiple values of teaching literature. Literature and Language Teaching. Edited by Brumfit & Carter. Oxford: OUP


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