Literature and language teaching : a guide for teachers and trainers (Book, 1993) []
skip to content
Literature and language teaching : a guide for teachers and trainers

Literature and language teaching : a guide for teachers and trainers

Author: Gillian Lazar
Publisher: Cambridge [England] ; New York, NY, USA : Cambridge University Press, 1993.
Series: Cambridge teacher training and development.
Edition/Format:   Print book : EnglishView all editions and formats
For teachers and trainers who want to incorporate literature into the language classroom. A resource for trainers working with groups of teachers. Explores different approaches to using literature with learners of all levels.; suggests criteria for selecting and evaluating materials for classroom use; identifies some of the distinctive features of novels, short stories, poems and plays so that these can be  Read more...

(not yet rated) 0 with reviews - Be the first.

More like this

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...


Genre/Form: handbooks
manuals (instructional materials)
Handbooks and manuals
Guide (Descripteur de forme)
Guides et manuels
Handbooks, manuals, etc
Guides, manuels, etc
Additional Physical Format: Lazar, Gillian.
Literature and language teaching.
Cambridge, UK : Cambridge University Press, 1993
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Gillian Lazar
ISBN: 0521404800 9780521404808 052140651X 9780521406512 3125332613 9783125332614
OCLC Number: 25630100
Description: xiv, 267 pages : illustrations ; 24 cm
Contents: 1. Using literature in the language classroom: The issues --
1.1. What is literature? --
1.3. The reader and the text --
1.2. What is distinctive about the language of literature? --
1.4. Literary competence and the language classroom --
1.5. Why use literature in the language classroom? --
2. Approaches to using literature with the language learner --
2.1. An overview --
2.2. A language-based approach to using literature --
2.3. Stylistics in the classroom --
2.4. Literature as content: How far to go? --
2.5. Literature for personal enrichment: Involving students --
2.6. The role of metalanguage --
3. Selecting and evaluating materials --
3.1. Selecting texts --
3.2. Evaluating learning materials which make use of literary texts --
4. Reading literature cross-culturally --
4.1. Being a student --
4.2. A consideration of cultural aspects in texts --
4.3. Strategies for overcoming cultural problems --
5. Materials design and lesson planning: Novels and short stories --
5.1. Writing your own story --
5.2. Distinctive features of a short story --
5.3. Anticipating student problems when using a short story --
5.4. Planning a lesson for use with a short story --
5.5. Further tasks and activities for use with a short story --
5.6. Designing your own materials for use with a short story --
5.7. Using novels in the language classroom --
6. Materials design and lesson planning: Poetry --
6.1. Putting a poem back together again --
6.2. What is distinctive about poetry? --
6.3. Why use poetry with the language learner? --
6.4. Exploiting unusual language features --
6.5. Helping students with figurative meanings --
6.6. Using poetry with lower levels --
6.7. Using poetry to develop oral skills --
6.8. Using a poem with students at higher levels --
6.9. Anticipating student problems --
6.10. Further tasks and activities --
7. Materials design and lesson planning: Plays --
7.1. What is distinctive about plays? --
7.2. The language of a play --
7.3. The performance of a play --
7.4. Why use plays in the language learning classroom? --
7.5. Using play extracts to think about language in conversation --
7.6. Using play extracts to improve students' oral skills --
7.7. Using play extracts with lower levels --
7.8. Anticipating student problems --
7.9. Further activities for play extracts --
7.10. Using a whole play with students --
8. Reflecting on the literature lesson --
8.1. Thinking about observation --
8.2. General observation of the literature lesson --
8.3. Micro-tasks for reflecting on specific areas of teaching --
8.4. Observing a student --
8.5. Other ways of monitoring your teaching --
9. Literature and self-access --
9.1. What is a literature self-access centre? --
9.2. Why have a literature self-access centre? --
9.3. A simulation: First meeting for planning and setting up a literature self-access centre --
9.4. Second meeting for setting up a literature self-access --
9.5. Setting up a literature self-access centre: A case study --
9.6. Worksheets to guide students in their reading --
Appendix: Eveline by James Joyce.
Series Title: Cambridge teacher training and development.
Responsibility: Gillian Lazar.
More information:


This book is for teachers and trainers who want to incorporate literature into the language classroom. Each section of the book is self-contained so that users can select what is most relevant to  Read more...


Editorial reviews

Publisher Synopsis

"'Literature and Language Teaching' is a valuable resource for teachers....They may also find very practical and useful suggestions for classroom activities. Above all, the book is an excellent Read more...

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...


Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.