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According to Collie and Slater in Cruz (2010) literature can be
regarded as a rich source of ‘authentic material’ because it
conveys two features in its written text: one is ‘language in
use,’ that is, the employment of linguistics by those who have
mastered it into a fashion intended for native speakers; the
second is an aesthetic representation of the spoken language
which is meant to recover or represent language within a
certain cultural context. . (…) Literature as aesthetic
recreation (that is, as something artificial) can be considered
a much more “authentic” source and can inspire more
authority in the use and enrichment of language than English
textbooks or even than direct samples of language, more so if
learners develop an “aesthetic reading” of the text (Langer,
1991, 1998; Many, Gerla, Wiseman, & Ellis, 1995). Through
this personal and social experience students can develop a
closer relationship with language, since they are
reconstructing the target language on their own for their own
learning process. There are some genres in literature
including poetry, short fiction, drama and novel. (…) Poetry
offers wonderful opportunities for reading, writing, speaking,
and listening practice for English language learners. Poetry
also gives students a chance to expand vocabulary
knowledge, to play with language, and to work with different
rhythms and rhyme patterns. (…) There are three principles
to consider in material selection; 1) readability, it means that
the poem is able to be read. It has to be clear to read, listen,
or watch it on video. 2) suitability, the children are going to
read, hear, learn the words, and words convey information
and content that are appropriate to their age, maturity, and
culture. 3) exploitability, it may simply be for fun and
motivation, for social enjoyment within the classroom and
worthy purpose.
FAUZIAH. The Approaches to Teaching Literature for Young Learners. Journal of English Language Teaching and Linguistics (JELTL) e-ISSN: 2502-
6062, 2016, Vol. 1 (2) www.jeltl.org p. 145-158. Disponível em:
. Acesso em: 4 mar. 2020.
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