Extension Activities in the Literature Classroom*

Abstract

A number of activities can be carried out in the literature classroom. These activities either require students to work on the literary texts or use the literary texts as the basis of classroom activities. For the purpose of this paper, the writer calls the latter activities, extension activities.

These activities are described as extension activities as they require the learner to go beyond the text. Extension activities require the learner to have a sound understanding of the text, and be able to apply his knowledge of the world outside the classroom and his own experiences into the activities. The literary text thus becomes a springboard for classroom activities. As such, in extension activities literary texts can be used as a means of developing the creativity and imagination of the learner.

Extension activities can be carried out at a number of levels; depending on the maturity and English language proficiency level of the learners. These activities can be carried out either as group or individual work. The role of the teacher in these activities will often depend on the learners and their language abilities. These activities often take the form of role play activities, simulations and problem solving activities.

A process model presented by John Byrne (1984) for classroom interaction serves as an excellent basis for this discussion on extension activities in the literature classroom. The model presented by Byrne (shown below):