I wrote this introduction in early 2019 when I started to work on a textbook project tentatively called "LIT Light". The project is still dormant - life got in the way - but I have now decided to start anew. The first story I started working on is a short story that was published in the New Yorker a few years back entitled Proxy Marriage by an interesting up-and-coming American author, Malie Meloy. I intend to post fragments from the textbook volumes as work in progress on this blogg, in the hope that I will receive some relevant feedback and peer response. The goal is to have the first volume ready for publishing by late 2021. Have a look see!
LIT Light
Learning English through Literature
Introduction
Teachers
of English as a second language (ESL) have long been aware that the most
effective way to learn vocabulary and grammar is through reading. More
specifically, through reading literature. Working with literary texts and
developing questions or text-related exercises can be time-consuming and
arduous.
Therefore,
in my capacity as a well-seasoned ESL teacher, I have prepared a series of
textbooks in which contemporary and classical short stories are employed as a
vehicle for in-depth reading, learning vocabulary and grammar, as well as a
starting-point for classroom discussions about the historical and social
contexts of literary texts and their authors. The concept is unlike any
previous textbooks that focus on literary genres, inasmuch as the point is a long
term and in-depth reading, neatly structured around a relatively
short piece of writing.
It
is also a well-known fact among teachers of ESL that many students often
hesitate when it comes to reading literature. Even though ‘literature and other
fiction’ is a core content of most advanced language courses, students rarely
show a genuine interest, some find it difficult or dull, others consider it
irrelevant for their studies. However, in my experience, even the hesitant
learner’s curiosity in language and culture can be encouraged through the right
kind of support.
Frank
Smith (2002) pointed out that learning how to read requires two preconditions:
one, that the reading material is meaningful and relevant for the learner; the
second, that the learner has the support of a more experienced and
knowledgeable reader.[1]
Same applies, in my view, to learning how to read literature. By choosing
contemporary short stories that tackle relatable issues and are written in an
accessible language, the teacher is more likely to capture the attention of
students. Adding multimedia to the formula, such as videos, internet research,
blogging, and social media will further increase the motivation to engage with
the texts.
Recent
reports, such as PISA[2],
show that we are facing a real problem with developing reading comprehension.
Part of the problem might be the lack of in-depth and regular reading practice.
Studies show that reading a text superficially, on the surface, is not enough.[3]
Learners fail to understand texts without being aware of their background,
without understanding the layers of meaning and the specific contexts. I would
add that learners tend to easily forget texts they have only read
superficially. Learning new words is also considerably facilitated by the
practice of in-depth reading with strategical support from the teacher. And
last, but not least, significant though it may be, explicit grammar instruction
is not seen as fun or indeed relevant by most young and adult learners.
Engaging the learners in a text and a story that speaks to them and offering
them an appropriate medium to structure meta-linguistic knowledge will
considerably improve the learning process.
Is
literature relevant? The hesitant learner would ask.
Judith A. Langer argues that literature is not just a type of text, but a way
of thinking. She calls is ‘literary thinking’.[4]
Today more than ever, reasoning and problem-solving strategies, a critical
standpoint when it comes to the myriads of texts and general information thrown
our way, learning to explore possibilities and consider options is highly
relevant and is useful throughout one’s lifespan. Not only that, students learn
how to think creatively, and possibly find solutions to tomorrow’s problems, of
which there is no shortage.
Who
is this book for? The series functions as a tool for
teaching English as a second language in high school and for adult education,
courses corresponding to the GERS levels B1 – C2. This first volume is for GERS
level B1-B2. The purpose of this series is to popularize the use of modern and
contemporary English literature in classrooms and to enhance the teaching of
English vocabulary and grammar through reading literary texts. It is therefore
meant for ESL teachers but can successfully be used by independent learners of
ESL.
Ilona
Roberts
Teacher,
core academic subjects (ESL, History, SVA)
[1] Smith,
Frank (2000). Läsning. Stockholm: Liber.
[2] PISA 2012
Results in Focus, available online here https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf
[3] Ingemansson, Mary
(2016). Lärande genom skönlitteratur. Studentlitteratur: Lund.
[4] Langer,
Judith A. (2011) Envisioning Literature, Teachers College Press, 2nd
edition.
Volume
1
The Proxy Marriage, by Maile
Meloy
Structure
of the Teaching Material
Introduction
– meant to give a cultural, social and
historical background to the short story. It also involves internet research,
thus providing a multimodal learning process. Course participants are given
discussion and research questions in order to learn about the literary genre
and the prerequisites of the story.
Listening
comprehension – listening to the text beforehand is a
practical way to get acquainted with the story. My advice is to listen first
without thinking about the tasks. Then listen again, in order to focus on the
tasks and answer the questions. Listening skills are trained and tested this
way. Dictation (with some words left out) can also be used at this stage. Note
that the short story is divided into different parts, thus enabling the course
participants to go through it gradually.
First
reading – difficult or complex words and phrases are
explained on the margins; additionally, there is room for the students to look
up and make notes on the margin of words and phrases they are not familiar
with, either individually or in groups/pairs.
Reading
comprehension – both contextual understanding and
in-depth understanding of the text is explored. There are right/wrong
questions, open-ended questions and multiple-choice questions for each part of
the story. This can also be used to train for the reading comprehension part of
national tests.
Discussion
– these tasks and exercises tackle the plot and
the message of the story; questions here are meant to be open-ended and
discussed in smaller groups or in the classroom.
In-depth
assignments – meant for those course participants
who work quickly with the text. These are writing assignments and ideas for
further research which can also lead to oral presentations in the classroom.
Let the students chose something that is of interest for them. The assignments
can also function as a basis for evaluating the writing or speaking skills of
students who need to put in extra work.
Words
and grammar – these exercises are designed to
increase and widen the participants’ vocabulary, while practicing some grammar.
They can be done both orally and in writing. Many are of a creative nature, so
there are plenty of opportunities for pedagogical discussions about semantics
and correct word usage. Word-cards and activities are also provided.
Re-reading
– the short story is finally given in its entirety and should be read/listened
to again, considering all the work that has been done. A comprehensive way to
assess the students’ knowledge and progress is to ask them to write a review of
the short story or to retell it, for instance.
About
the author
Maile Meloy is the
author of the novels Liars and Saints, A Family Daughter, and Do Not Become Alarmed, and the story
collections Half in Love and Both Ways Is the Only Way I Want It, which was named one of
the Ten Best Books of the Year by the New York Times Book Review
and one of the best books of the year by the Los
Angeles Times and Amazon.com. She has also written a trilogy for
young readers, beginning with The Apothecary, which was a New
York Times bestseller and won the 2012 E.B. White Award. Meloy’s
short stories have been published in The
New Yorker, The
Paris Review, Granta,
and Best American Short
Stories 2015, and she has received The Paris Review’s Aga Khan Prize for
Fiction, the PEN/Malamud Award for Excellence in the Short Story, the Rosenthal
Foundation Award from the American Academy of Arts and Letters, two California
Book Awards, and a Guggenheim Fellowship. In 2007, she was chosen as one
of Granta’s 21 Best Young American Novelists. Her essays have
appeared in the New York
Times, the Wall
Street Journal, The
New Yorker, Slate, Sunset,
and O.
(Source: the author’s official website https://www.mailemeloy.com/about )
The
Proxy Marriage was originally published in the May
21, 2012 issue of The New Yorker magazine, here https://www.newyorker.com/magazine/2012/05/21/the-proxy-marriage
Introduction
(before reading the text)
1. Discuss
with your classmates and teacher: [1]
·
Marriage is a long-honoured
institution. What do you know about the history and the significance of
marriage? Are you for or against marriage? Motivate your answer!
·
The Proxy Marriage
describes a legal procedure in Montana. What do you think it implies and why
was it instituted?
·
The story is set in contemporary
times. Do you think a proxy marriage could have been possible a hundred years
ago? Why/why not?
·
This text was published in The New
Yorker magazine. Have you seen this magazine printed or online? Do you know
anything about it? Where else would you see published short stories?
·
Where is Montana? Can you name any
other states in the USA? How about their capitals? Use the internet to find out
more.
2. Have
a look at the words below. What do you think they mean?[2] What
do you think the story is about, based on these words? What are your
expectations? Do you think you will like the story? Elaborate!
awkward –
lace-curtained house – a Boticelli angel – confident –
humiliating –
earnest – troops – soldiers – a small offering –
county courthouse – psychic channeler –
flirting –
fabulous
bodies – a prude – goals – invasion –
depressed – prominent – roadside bomb – Bridey
–
wander
blindly into marriage – blissful – dissolution –
don’t toy
with me – equal affection
3. Themes
for further discussion:
·
Monogamy. Getting
married means committing oneself to another person for life, being in a
monogamous relationship. Discuss the meaning of monogamy and talk about pros
and cons.
·
Individuality.
Do you think it is important that we become who we wanted to be before we
commit to someone else, to having a family? Or is it possible to keep one’s
individuality after marriage? How do we stay ourselves and fulfil our dreams
when married to someone? How much would you be willing to sacrifice for a
partner?
·
Unrequited love. Love
that is not openly reciprocated or understood as such by the beloved person –
what are your thoughts on that? It can be difficult to love someone and not
have them love you back. Has that ever happened to you? If so, how did you
handle it?
Comment on the
following quotes about marriage:
Marriage is a
wonderful institution, but who wants to live in an institution?
(Groucho Marx)
Let me not
the marriage of two minds admit impediments. Love is not love, which alters
when it alteration finds. (William Shakespeare)
Happiness is
only real when shared. (Jon Krakauer)
Men marry because they are tired, women,
because they are curious: both are disappointed. (Oscar Wilde)
Short Story
A piece of
prose fiction that is shorter than a novel, usually dealing with a few
characters and aiming at unity and effect, often concentrating on the creation
of mood rather than plot.
Have you read
any short stories? Write down their titles and authors below. Tell a classmate
what they were about.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Before
reading the story…
Do some
research online on proxy marriages in Montana (youtube, newspaper
articles, etc.) and answer the following questions:
1. Where
does the concept of a proxy marriage originate?
2. Who
can get married by proxy today?
3. Who
must be present at a proxy marriage for it to be valid?
4. Is
proxy marriage practiced in other American states?
Browse
through the online document below and answer the following questions:
https://www.cia.gov/library/readingroom/docs/CIA-RDP72-00310R000100420011-9.pdf
1. What
sort of document is it?
2. Who
wrote it?
3. Whom
does it address?
4. Do
you think it is a believable source? Why / why not? Motivate your answer.
[1] If working
alone, try to answer these questions either orally (and record your answer) or
in writing (that way you practice writing on English too).
[2] TIPs
on how to look up words – remember that the best way is to find a definition in
English1) Use google – type in “define awkward” (for example) – you will get
the top ranked definitions of the word. 2) Use an online dictionary such as https://www.merriam-webster.com/. Once you have found out the
meaning of the word, look it up online so that you can see it used in a
context.
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