The Goal of This Paper
There are varieties of English but English literature produced by the native speakers or writers has remained an important, original, standard and accepted variety of English.
At the same time, teaching English literature and literature written in English by non-native
writers also has gained importance and worldwide recognition. This literature has become an
important phenomenon of English in current global scenario.
Literature has been included in the syllabi of higher education since long time and it is
continued even now. In many parts of the world today, there is a great demand for English
language learning as it is a language of international communication of business, commerce,
science, technology and higher education. However, the fact is that English language
teachers face certain difficulties and problems in non-native contexts.
Therefore, recognizing the need of the significant role of an English teacher and literature,
this paper attempts to discuss the need, difficulties and remedies in teaching English
literature in non-native contexts and finally makes a statement on the importance of
literature. Language in India www.languageinindia.com 211
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Smita A. Mujumdar M.A.
Teaching English Language and Literature in Non-Native Context
Teaching of English Literature: Need, Purpose and Importance:
It is seen that all over the world, the study of English literature is included in educational
system even in non-native English-speaking countries such as India. It would be better to
examine first, why English literature is studied and being taught even in their non-native
identities.
The reason for the need and purpose of study of English literature may possible in its
increasing reputation as the literature of world language. With this, the native English
Literature is considered essential and important as part of the learning process of the English
language. It might be learned and studied for its literary aspects, to know and enjoy, English
in original native expressions and to be acquainted with the works of great literary masters.
English literature has always been looked upon with high regards for its variety of subjects,
style, reflection of life and magnitude. Mostly the aesthetic beauty and the utility of
language proficiency is the main reason behind the inclusion of literature in language study.
.
Difficulties, Problems: Facts:
But In teaching English Literature in non-native contexts, the teachers and learners face
certain difficulties and problems due to cultural, racial and linguistic differences. British or
English cultural references are not known or familiar to the learners and hence many times
they do not understand the matter as is viewed by the author.
This cultural aspect includes all such factors like geography, topography, climate, history,
religion, social and personal relationships, habits of thoughts, social values, moral codes,
arts, sports and entertainments and so on.
Next is racial difference or difference of attitudes and of certain assumptions. Racial
prejudices about the writer or about his country may become an obstacle in having proper
understanding and learning of English Literature or literature of any non-native language.
Then the literature produced in long past with past references and ideas may create
misunderstanding in the minds of learners as to the relevance of such materials. Such works
are seen to be outdated topics to learn.
In addition, if the learner is not familiar with the history or social upheavals of that country
(England), with such references he may feel it all strange and even out of his range of
understanding. Language in India www.languageinindia.com 212
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Smita A. Mujumdar M.A.
Teaching English Language and Literature in Non-Native Context
Moreover, on the part of learner, if his linguistic ability is not much developed, he faces
difficulties in following the meanings and usages at the syntactic, verbal, lexical & other
linguistic and other stylistic levels in that work.
Sometimes the huge size of the original work, and the obscurity and clumsiness of
expressions in the literature prescribed become an impediment. Some other times, the
inability of teachers to deal with the prescribed book hinders the process of comprehending
and so learning it properly.
With all such reasons, problems arise and teaching of English literature can become a
challenge in non-native contexts. For example, snow, frozen ponds, winter and craze for
spring are common in the description of English literature that are not shared by Africans.
Likewise the biblical references and Latinized words and allusions in Milton‟s poetry, social
& royal occasions of 18
th
century England in Pope‟s poetry and bombastic language use of
classic writers may create aversions of English literature in an inexperienced foreign learner.
The Question: How to Overcome This?
Then the question arises how within the total field of education, can the study of literature
make its maximum contribution? How far is the study of literature significant and relevant
in the process of education?
The answer can be made positive, provided certain precautions are taken and improvements
are made in the methods of teaching, learning and selection of works for study. Teaching
literature can develop language skills and perceptional ability among the learners if it is
taught properly or with willingness to change methods as per new demands.
Teaching Methods and the Role of Teacher:
The traditional methods of teaching are lecture methods wherein we find one-sided
discourse of the teacher and passive response or blind acceptance by the students. Much is
left to the imagination of the teacher and the students, and, if possible, upon the
interpretative ability of the students.
In new methods, the teacher‟s skill in making the learner feel the experience of the writer
contributes to effective learning. The teacher has to have ability to apply new techniques
suitable to the learning of English literature in content-oriented and language-oriented
aspects. The teacher has to train the minds of the learners to grasp the writer‟s vision,
approaches and the beauty of language as well as the use of new words; he requires such
new skills. Language in India www.languageinindia.com 213
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Smita A. Mujumdar M.A.
Teaching English Language and Literature in Non-Native Context
The teacher must have an ability to connect the non-native aspect in the content and
language with real life situation.
Changes in Focus of Learning
In the new world of changing global requirements, the methods are to be modified by the
teacher while educating the students. Teaching English Literature in non-native contexts
involves the linguistic skills competence and the human value systems of the concerned
society. Globalization now has altered the objectives of teaching English into skill based,
self- learning, professional and unicultural concerns.
Relation between Language and Literature
There is close and firm relation between language and literature. Teacher must understand
this relation and be ready to change the traditional methods. The modern techniques, use of
materials like audio-video, participations in seminars, live interactions, preparing students
for diverse source of information on their own, developing the skills of synthesis of
knowledge among them, such methods are to be followed to remove the cultural and
linguistic barriers and make the learning more fruitful.
Use of Video aids can give visual information of unseen places and references to make them
more familiar. The advanced information of the topic on Internet enriches the teacher and
learner to equip himself before dealing with the topic.
For this, the teachers and institutions must have new perspective and vision, new approach
and readiness to change. Teaching thus can become easy and interesting even in non-native
contexts.
Importance of Literature – Its Study and In the Syllabi
English language is no more the asset of native users or writers only. Non-native groups,
crossing the national, racial and cultural borders, have been generating a kind of sensibility
and yet a separate identity in the use of English language and in creative writings. A sense of
ownership of this language has grown. In such non-native perspective, English is not a
monopoly of only the native speakers and writers. Although English literature by English
native speakers is great, literature produced in English by non-natives is of no less value. It
has global and universal quality and circumstantial significance.
In the view of Prof. C.D. Narasimhaih, the pioneer of Commonwealth literature studies and
Scholar-critic, ”Marvels of creativity during past hundred years are seen which has slowly
reversed the literary traffic from Euro-centric world capitals to the unsuspected nooks and Language in India www.languageinindia.com 214
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Smita A. Mujumdar M.A.
Teaching English Language and Literature in Non-Native Context
corners of dark countries of Africa & densely peopled India, where anyone can feel a
country belongs to him by right of vision” (Narasimhaiah: 1995:7).
Literature is Universal
In fact, literature is such a phenomenon with its wonderful universal appeal and artistic
literary qualities that it needs no exact knowledge and information of the culture or the
society it belongs to. Literature could be enjoyed for its great literary values and
universality.
The teacher has to become a good communicator, for example, in the teaching of the famous
poem Daffodils by Wordsworth. Even if the flowers Daffodils are not seen by people from
other countries, the gaiety and the scene of golden flowers dancing merrily can be shared by
anybody. The reader of Coleridge‟s Ancient Mariner needs not to go to the sea or to South
Pole to see the bird albatross. Real work of art and proper selection and effective methods of
teaching can make the learning interesting and comprehensive. if one learns literature with
perception, he can learn even more.
“The real great work of art achieves a higher result and acknowledgement
by readers and learners. A work of art worth the name awakes nine
principal emotions (sthaibhav) in us and any number of fleeting emotions
through its causative imagination and ultimately generates „rasa‟, the
legitimate end of work of art. It may be seen that „Alhada‟ (pleasant
experience) is the immediate purpose of literature and then the reader
reaches to transcendence.” (Narasimhaiah,1995:8).
The Utility of Literature
This is the purpose (Prayojana) of literature and literature renews this function from time to
time; the work of art achieves a higher quality. Such work of art goes beyond all cultural,
racial, linguistic barriers to be enjoyed.
The teacher must aim to achieve this purpose of literature fully. The students of languages
and literature in college and universities have to learn to perceive through alternative
readings. They must be taught to read with proper perception.
The study of literature can be used to extend the range of perceptions of all senses of sight,
smell, touch, hearing etc. In the field of drama, literature can make a fundamental
contribution to „sensory & motor‟ (physical) activities, through which human body can be
trained to expose itself. Language in India www.languageinindia.com 215
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Smita A. Mujumdar M.A.
Teaching English Language and Literature in Non-Native Context
The teacher has to train the minds of learners. The training of emotion and intellect is
possible through learning literature. Literature enables learners, readers to develop their
feelings in an appropriate way. It also creates social awareness, religious sense and morality
sense.
The study of literature develops keen sense of value. “Literature thus provides unlimited
fields of experience. Its study is useful as it confronts the student with the opportunity of
dealing with an endless stream of fresh and unpredictable experience. It is an excellent
preparation for later life.” (Moody: 1971:13). Above all, if humanity is the subject matter of
literature; it transcends any cultural or linguistic level.
Students in Developing Nations
The students in developing countries are now willing to cross cultural and linguistic
boundaries in the process of globalizing. Thus, work of art of higher quality has the power to
remove these differences and enable people to think of literature and give holistic view of
life. It is wisely said in Uganda some years ago, “Through the great writers you will inherit
more fully the spirit not of white men or brown men or black men but the spirit that has no
colors, the spirit of man” (Warner: 1990).
Thus though the functional and technical aspect of the English language is much thought
and considered of greater significance than the study of literature, the raw material of
literature, is language itself, literature thus has all the functions that can be performed by
language. Literature is something more than language Therefore, the inclusion of literature
in the courses of higher education in both literary and linguistic points of view is essential
even in native and non- native contexts.
Insufficiency of Language Skills sans Values through Literature
In this world of mixed cultures, attitudes, and ideologies; only teaching language skills at
practical or commercial level are not sufficient. In order to create and promote human
qualities, philosophical mode of thinking, ethical and moral literary outlook and holistic
view of life, teaching of literature is must.
The processes of creating new icons in different languages and of developing new
connections between countries culture, races, and colonial societies have been started. The
aim is now to have the ideal and holistic view, through the study of literature for any
discriminate learner who values imaginative experience regardless of country or culture.
