International Perspectives on Literature in ELT

This edited book gathers expert scholars and prominent educators from diverse backgrounds and nationalities to foster a rich dialogue on the topic of implementing literature as a tool in English language education. It presents an overview of current trends in literature teaching while also forecasting future developments. The volume takes a global perspective, featuring research-based insights into the role of literature in language education, drawing from empirical studies conducted across various contexts. It seeks to explore the potential of literature in English language learning and teaching, along with effective methodologies for its implementation. With a focus on practical implications, the volume aims to offer relevant theoretical frameworks and the latest research findings, addressing pedagogical considerations that hold global significance. While examining key issues in literature instruction from a global viewpoint, the volume intends to highlight both shared practices and regional differences as well. It is designed for teachers, researchers, teacher trainers, and educators at all levels of educationprimary, secondary, and higher educationwho seek practical guidance on incorporating literature into language teaching and learning.

Examines key issues in literature instruction from a global viewpoint Highlights both shared practices and regional differences Explores the potential of literature in English language learning and teaching

Autorentext

Fatma Abubaker is an Associate Tutor in the School of Education at the University of Glasgow, UK.

Mark Carver is a Lecturer in the International Education Institution at the University of St Andrews, UK.

Hana El-Badri is an Assistant Professor in the Faculty of Languages at the University of Benghazi, Libya.

Inhalt

1: Placing Literature within Contemporary English Language Teaching (Fatma Abubaker and Hana El-Badri).- Part I: Literature and English Language Teaching.- 2: From Curriculum to Classroom Implementation: Observations of Teaching Literature in a Secondary-Level EFL Context (Art Tsang and Amos Paran).- 3: From Curriculum Theory to Practice: Teachers' Views on Foreign Language Literature Teaching in ELT Bilingual Education Programmes in the Region of Madrid (Spain) (Jelena Bobkina and Elena Dominguez Romero).- 4: Teaching Culturally Relevant Literature: Perspectives from Japan (Tara McIlroy and Suzanne Kamata).- Part II: Literature and the Language Learner.- 5: Using Poetry to Enhance Pronunciation Efficiency in Young English as a Second Language Learners (Amaka Grace Nwuche, Chinyere Ngonebu and Ogechi Chiamaka Unachukwu).- 6: Second Language Poetry as Contact Literature in a Japanese Context (Jared Kubokawa).- Part III. Pedagogical Approaches to Literary Response and Interpretation.- 7: Teachers and Students Reading Fiction Together: Translating EL1 Pedagogic Literary Narration to EAL Contexts (John Gordon and Vander Viana).- 8: Making the Unthinkable Thinkable: Literary Text Recontextualization in the L2 Tertiary Setting (Dan Shi).- 9: The Task of the Teacher: Translation and Translingualism in a College Class for English Language Learners (Levin Arnsperger).- Section IV: Literature in EFL Teacher Education.- 10: Training to teach with literature as authentic material in the Chilean context: Diagnosing trainees' classroom interactional competences in Literature class projects (Amalia Ortiz de Zárate and Katherina Walper).- 11: Who's Afraid of Poetry? Moving Beyond Basic Comprehension in the French EFL Classroom (Ashira Beutler-Greene).- 12: Online Teaching of Literature in Times of Crises: The Palestinian Case (Taghreed El Masry).- 13: Conclusion: Literature in English Language TeachingLessons Learnt and the Way Forward (Mark Carver).