The Influence of Literature on Chinese-English Biliteracy Development in Classroom Settings

Abstract

English is an important subject matter in China. For Chinese children, it is a necessary process to gain English literacy in an English as a Foreign Language (EFL) classroom. Through the process, how their biliteracy develops remains unclear. To investigate the issue, this study mainly focused on the influence of literature applied in EFL classrooms on Chinese students L2 English development. Results show that literature is beneficial for students biliteracy development in terms of improving reading ability. Literature contain vivid context suitable for L2 language practices, thus may unconsciously improve students linguistic competency and fluency through the reading process. Identity formation is also important in bilingual reading developments. Through classroom literature practice, students could form proper ideologies of bilingualism and become confident in perceiving themselves as bilingual readers. Results also indicate that literature facilitates students biliteracy development through promoting their cultural understanding. Since literacy is the product of sociocultural backgrounds, biliteracy development could not be separate from altering cultural concepts and enriching cultural understandings. Literature reading not only acquaint students to diverse cultural backgrounds but also encourages constant negotiation of meaning, from where students cultural awareness become mature. This study will shed inspiration for literature practices in EFL classrooms and policymaking of EFL literature curriculum.