English (United Kingdom)

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In this article the writer surveys attitudes to the integration of language and literature in ESL/EFL teaching, noting the reservations that have been expressed about it in the past, and which still continue to linger in some quarters. Against this background he then describes the development and implementation of an integrated English syllabus at the University of North West, focusing on his current action research in teaching the first year modules. Using examples from the material he has developed for these modules, he demonstrates how the principles of language/literature integration, as articulated by writers in the field, can be translated into practice in a number of ways. Since this is an on-going project the writer presents his findings as a report on work in progress. The article does, however, conclude with a brief summary of the positive responses received from lecturers and students in response to questionnaires and surveys conducted in 2000 and 2001.    <em>A linguist deaf to the poetic function of language and a literary scholar indifferent to linguistic problems and unconversant with linguistic methods, are equally flagrant anachronisms.</em>  Roman Jakobson (in Simpson, 1997:ii)    <em>I imagined how it would be like to study literature alone. This would be tough especially if English is not your first language. Just tough.</em>  (From the journal of an English 100 student, University of North West

Language through literature through language: An action research report on the English 100 course at the University of North West