Literature in secondary EFL class: case studies of four experienced teachers’ reading programmes in China

Abstract

ABSTRACT The benefits of using literature in second or foreign language teaching have been re-gaining attention and recognition in recent years. With the aim of exploring possible pedagogical approaches and teacher perceptions, this study investigates four reading programmes implemented by experienced teachers in Chinse secondary schools. Different young adult novels were used in these programmes, facilitated by such activities as keeping a reading log and explicit vocabulary learning. This exploratory multiple case study lasted for six months, collecting data from teacher participants’ reflective journals, semi-structured interviews, related documents, and artefacts. Using the framework of comprehensive approach to foreign literature teaching (Bloemert et al. 2019. Students’ perspective on the benefits of EFL literature education. The Language Learning Journal 47, no. 3: 371–384), this study finds that only two of the four dimensions were implemented by the teacher participants: language approach was used predominantly in supporting the reading programmes, while reader approach was mainly applied in writing-after-reading activities. This study provides evidence that reading-writing integration into L2 literature teaching promotes reflection on reading content and internalisation of language input. By presenting some of the difficulties and confusions teachers encountered, this study draws attention to the need for teacher training in the implementation of this pedagogical approach, alongside implications for future practice and research.