Policies, textbooks, and curriculum constraints to integrating literature into language education: EFL teacher perspectives from Russia

Abstract

Employing a qualitative design, this exploratory study examined the challenges and constraints encountered by foreign language teachers in Russia when using literature in their lessons in primary, secondary and tertiary education. Consisting of interviews with nine Russian EFL teachers, the study’s findings indicate that education policies, a strong focus on standardized testing, poor quality textbooks, and a lack of institutional support are not only hindering a wider adoption of literary texts as a language resource, but are also likely hampering language learning in students. The study presents policymakers, as well as school and university administrators, with insights into the structural issues that might be preventing foreign language teachers from more effectively integrating literature into their lessons, and offers recommendations that could help them to formulate policies and strategies that address these issues.