Experimenting with Using a Novel to Teach EFL

Student: What is a dozen?

Me: Twelve.

Student: So a dozen means 12—not 11 and 13?

I answered affirmatively. However, curious as to where the question was coming from, I then looked at the sentence in When My Name Was Keoko by Linda Sue Park that had prompted the student’s question: “I can’t keep still. I stand up a dozen times, go to the door, look toward the gate” (82). 

I backpedaled: “Actually, it depends on the context. A dozen can mean exactly 12, or it can mean sort of more than 5, but not 20.” I’m constantly amazed at the nuances of English I had never considered in 3 decades of English teaching, even when teaching AP English Comp, before expanding into teaching English as a foreign language (EFL). This is my 3rd year in that role, and my big experiment this term is teaching using an English novel in its original form (not abridged or leveled) to teach an advanced middle school class. It’s been fascinating and fun both for me and for the students. 

I’m energized by it because teaching literature is my jam—it’s what I’m knowledgeable about and experienced in. And even at that (and having taught the novel last year to the combined 6th and 7th grade ELA class) I’m learning things about language, about style, and about this story reading it slowly (5 pages per day—fewer at the outset), out loud, with inquisitive companions.

For instance, I’d never realized that as the point of view alternates between two narrators, the sister (Sun-hee) tells the story in past tense, and the brother (Tae-yul) tells the story in present tense. We’ve had interesting discussions about why the author might have done that (my theory is that it communicates the methodical or impulsive nature of the characters) as well as when we use present tense in English, and the importance of being consistent with verb tense.  

The students are learning vocabulary, pronunciation, grammar, reading strategies, and they are having meaningful discussions. Here's how we tie each of those in. 

(1) Vocabulary: As we read, we stop frequently for students to ask questions and clarify confusion. When the question is about the meaning of a word, I explain it. If it seems like a pretty significant word, or if this is the third time the same word has been asked about, I’ll write it on the board for a possible vocabulary word. Every Wednesday we finalize a list of 10, Thursday we play a review game, and Friday there’s a quiz.

(2) Pronunciation: Because we’re taking turns reading aloud, it’s great pronunciation practice. It’s a small class with a high level of trust, so no one is feeling embarrassed. The other day one student was determined to master deliberately (l, b, and r all being difficult English sounds for a Japanese speaker). I'm able to reinforce things like the significance of doubled consonants (staring/starring) and whether the context of the word read puts it in present or past tense. 

(3) Grammar: I've cross-checking the standards I’m supposed to teach, areas for growth I’ve noticed,  and questions students ask as we read to choose a list: adverbs of frequency, gerunds/infinitives, count/non-count nouns, passive verbs. We spend 10-15 minutes per day on worksheets from Teach-This.com or a chapter from a textbook resource. We notice when the pattern comes up in the novel. The novel has also offered great opportunities to review perfect tenses from last term (especially past perfect!). And cloze exercises from yesterday’s reading are a quick opportunity for review. (I copy a paragraph or two from the novel and whiteout articles, or prepositions, or verbs.) 

(4) Reading strategies: We reviewed these last term (the students remembered learning them the previous year), and now we are becoming quite proficient in using them. 

• Asking questions: These can range from clarifying vocabulary to uncovering motivation to probing plot holes. What does recite mean? How old is Sun-hee now? Why didn’t Tae-yup tell Abuji? And the one that stumped me (spoiler alert!): How did the Japanese soldiers not find the rose of Sharon tree hidden in the shed when they searched for Uncle while the rest of the family stood in the street for 2 hours? (See this blog post for a list of questions asked one class last month.) 
• Making predictions: What will happen next? I love hearing the rapid intake of breath or the giggle that means someone has already made a guess.
• Making inferences: (Spoiler alert!) Friday we just read the chapter where Sun-hee decipher's the true meanings in Tae-yul's first letter past the military censors. Talk about a master class in making inferences!  
• Summarizing: At the end of a day’s reading or the next day before picking up the reading again: What happened today? What happened yesterday? 
• Making connections: Many of these are to the historical background they already know about the war, or noting similarities and differences in Japanese and Korean culture. But there’s also just the way families and friends interact. 
• Envisioning images: Sometimes students ask, “What just happened?” and I end up acting it out, like “Abuji was pacing back and forth in great agitation” (113). Sometimes Google images works better, like for World War 2 army kit bag or the “topknot” describing the grandfather’s traditional hair style.

(5) Meaningful Discussions: Reading a significant work together gives rise to discussions on meaningful topics. Gratitude—What do you have in your daily life that these characters would be grateful for? Difficult choices—What would you risk your life for? Empathy—How does reading this help you understand your neighbors who you are to love? Character—Which characters do you admire? Why? Individuality—How do different characters show the same characteristic in different ways? Identity—What makes each character unique? What makes you unique?

My students and I may both be enjoying the novel study, but is it effective for their English learning? Great question. A week ago they took the TOEFL Jr. Test. My school administers it about a month before the end of each trimester. My students came to class afterward grinning. When I asked them how it had gone, they said, "Perfect!" When I asked for specifics, they said the reading comprehension part was so much easier than last term. So, I'm encouraged. And I'm really interested in seeing the actual scores when they come in. But if they think they're learning, that's pretty good in my book. My experiment is paying off!

How about you? What experiment are you trying to lean into your strengths to help your students grow?