Part of the Research and Practice in Applied Linguistics book series (RPAL)
This chapter deals with research into literature in education, under four headings: curriculum and syllabus; assessment; literature in the classroom; and literature and intercultural education. As we have seen in Part 1, a key question in teaching literature has always been: which texts to study, in which order, and what the rationale for the use of literature in education might be. This has tended to be a particularly acute problem for the second language classroom, where the desire to provide motivating material for an individual lesson (the ‘springboard’ cliché) often seems to override longer-term curricular views, one text following another with possibly thematic coherence, but little obvious or thought through justification in terms of developing language proficiency and/ or literary competence. Thus Brumfit (1981), in an early but still largely unrealised proposal, argues for a more conscious and principled approach to literature use in language classrooms, with sequencing decisions to be based on considerations such as:
pedagogical role (linked themes would be included here);
genre representation (not just short stories!);
classic status or relevance (could be a motivating factor).
KeywordsEurope Coherence Turkey Hunt Malaysia
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L2 literature syllabuses
- Brumfit and Benton (1992).Google Scholar
Literature in classrooms
Literature and culture
- MacDonald (2000) reports overseas learners in the UK exploring their own changing identities and beliefs through literature as part of their English programme in a Scottish university.Google Scholar
© Geoff Hall 2005