Contextualizing Second Language Writing in Literature Courses

Abstract

A vast body of research encourages the teaching of literature in language education to improve learners' language competencies because literature is found rich in language features, contexts, and cultural instances. Even though previous research studies investigated second language writing (SLW) from different perspectives, they are inadequate in investigating ways of integrating writing into literature courses. For this purpose, this qualitative research involved five Afghan English as a Foreign Language (EFL) teachers with experience in integrating writing into literature courses in colleges. In addition, the study aimed to explore Afghan EFL teachers' reflections on integrating writing activities into literature courses. The results show that these teachers mainly suffered from workload, tight schedules, and shortage of relevant materials. While the challenges faced by the teachers reflected the local contexts, the advantages of reconciling writing with literature are perceived, and global pedagogical recommendations are made based on the findings of this study.