Definitions of ‘Literature’ in Bangladesh EFL Context – an Empirical Study

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue V, May 2022 | ISSN 2454–6186

Definitions of ‘Literature’ in Bangladesh EFL Context – an Empirical Study

Professor Dr. Salma Ainy
School of Social Sciences, Humanities and Languages, Bangladesh Open University, Gazipur, Bangladesh

Abstract: This article attempts to explore various perceptions of the term ‘literature’ of English teachers in the Bangladesh EFL context. It also examines the relevance of using literary pieces in language classrooms in view of the negative beliefs of many teachers and learners in this regard. It is based on a study conducted with 20 teachers of English each from primary, secondary and tertiary levels in Bangladesh. Both quantitative and qualitative data was collected from the participant teachers. The study reveals that in most cases teachers perceived ‘literature’ in a narrow and limited way. It is argued that a broader understanding of the term ‘literature’ may help in promoting learner autonomy and enhance learners’ sense of self-achievement, confidence, and self-reliance. It is also argued that proceeding from a broader sense of ‘literature’, reintroducing literary texts in the English classroom may create a positive impact on the learning and learners.

Keywords: language, literature, defining ‘literature’, EFL context, Bangladesh

I. INTRODUCTION

While thinking about the term ‘literature’, traditionally, literature (with a large L) is defined as the ‘best’, ‘classical’ writing produced in a given language or society that possesses the quality of surpassing the barrier of time and thus gets considered as a literary canon for all times. Literature could encompass fairy tales from Hans Christian Anderson to the Homerian classics. This normally includes ‘classical’ writers belonging to the past, and often excludes contemporary writing.
However, in the post-modern, deconstructionist age, the definition of literature took on a new shape to include texts such as advertising copy, graffiti and public notices which use literary devices like parallelism, rhyme, rhythm and metaphor (Maley, 2001). These are thought to be appropriate and relevant in the classroom because of their use of literary devices. They are considered to be worth interpretation, and more relevant than the canonical texts which sometimes pose difficulty for the students, because of the nature of language used. Therefore, literature now encompasses popular fiction, advertising and film in order to make the whole teaching/learning process more attractive and interesting. According to Scholes:
What students need from us…is the kind of knowledge and skill that will enable them to make sense of their worlds, to determine their own interests, … to see through the manipulations of all sorts of texts in all sorts of media, and to express their own views in some appropriate manner (Scholes 1985:15-16).

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