Meanings Attributed to Literature in Language Education

Autor/in	Luukka, Emilia
Titel	Meanings Attributed to Literature in Language Education
Quelle	In: Language Learning Journal, 51 (2023) 1, S.18-32 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luukka, Emilia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1922491
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); English Literature; Literature Appreciation; Secondary School Teachers; Language Teachers; Teacher Attitudes; Foreign Countries; Phenomenology; Audio Equipment; Teaching Methods; Interdisciplinary Approach; Holistic Approach; Finland + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Englische literatur; Literarische Wertung; Language teacher; Sprachunterricht; Lehrerverhalten; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Holistischer Ansatz; Finnland
Abstract	This study examines the meanings attributed to literature in language education by Finnish General Upper Secondary teachers of English as a Foreign Language. The study employs a phenomenological research design structured around the concepts of language education, literature and values in education. The phenomenological analysis examines five semi-structured interviews from teachers who have experience in including literature in their language education practice. The interviews were conducted both in person and over the phone and audio-recorded, transcribed and processed using qualitative data management software. The analysis showed that literature in language education was experienced as challenged, challenging, framed, a cultural phenomenon, a cultural practice, a path for cross-curricular collaboration, tool for learning and an opportunity for personal growth. The values transmitted through these meanings reflected a balancing act between acknowledging the value of literature for individuals' holistic growth and the value literature holds for language learning. The results suggest that literature in language education as a phenomenon is more than select texts and practices in a pedagogical setting. Furthermore, employing literature within the language education paradigm can narrow the gap between foreign language teaching and teaching literature, because both language education and teaching literature value the personal growth of the individual. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01