Teaching English literature

I recently had the opportunity to attend an in-service course in Exeter, UK, on 'Practical ideas for the teaching of literature in the English language classroom'.

The course focused on practical ideas to use in the classroom, as well as personal language development. We were encouraged to discuss in class language overheard in their daily encounters, emphasising spoken, colloquial English.

We also discussed techniques to use when dealing with various literary texts in the classroom, including poems, plays, novels, drama, dialogue and scripts, and were encouraged to think creatively on how these could be adapted to suit varying teaching contexts. Creative writing workshops focused on development of character, conflict and desire, place and location, and adaptation.

We also had sessions on Thomas Hardy, dealing with the setting of his novels, as well as the main themes.

We also discussed the British educational system, comparing and contrasting it with that of various participants' nationalities.

The course was delivered by three highly-experienced and properly-qualified subject specialists - Carol Waddington, Andy Thatcher and Roger Watson - using reflective practice, groupwork, practical workshops, ICT and video presentations.

The course also included guided excursions to places of cultural and historic interest. We had a walking tour around Exeter, a trip to Dartmoor national park, as well as Cornwall, where we visited the ruins of Tintagel Castle, reputed to have housed King Arthur and the Knights of the Round Table.

Of particular literary interest was the visit to Hardy Country in Dorset, which allowed us to see Hardy's cottage, Stinsford church, where his heart is buried, Bere Regis church, housing the d'Urberville vaults, Woolbridge Manor, where Tess spent her honeymoon, and Lulworth Cove, from where Troy, in Far from the Madding Crowd, swam off, feigning drowning. What better way to understand the setting of a novel than to actually visit the place itself?

This course will surely have a positive impact on my methodology, as it helped me gain a variety of new teaching ideas and motivating resource materials to use in the classroom. It has also provided me with a wonderful opportunity to join a Europe-wide teacher network, through the dissemination of information, teaching ideas and materials.

The course was also an eye-opener in terms of cultural awareness as I took every opportunity to share my experience and knowledge with other participants from various EU member and non-member states. It provided me with an unforgettable experience which enhanced my European dimension.

The course was sponsored under the Comenius In-Service Training Lifelong Learning Programme, managed by the European Union Programmes Agency. I wish to thank EUPA and all those who made my participation possible.

Ms Mifsud is an English teacher at Sir M'Ang Refalo post-secondary school, Victoria.