Literature and language education

Author:

Bobkina Jelena1,Romero Elena Domínguez2,Sastre-Merino Susana1

Affiliation:

1. Universidad Politécnica de Madrid

2. Universidad Complutense de Madrid

Abstract

AbstractThis study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.

Publisher

John Benjamins Publishing Company

Subject

Linguistics and Language,Language and Linguistics

Reference119 articles.

1. Literature in the EFL class: a study of goal-achievement incongruence

2. Integrating critical pedagogy theory and practice: Classroom experiences in Argentinean EFL teacher education;Álvarez;Journal for Educators, Teachers and Trainers,2012

3. The Developing Language Learner

4. A Systematic Review on Using Literature for the Young Learners in an EFL Classroom

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