An Exploratory Study of Students’ and Teachers’ Perceptions of Language-Literature Integration in Secondary EFL Education

The benefits of using literature in second/foreign language instruction have been re-gaining recognition in recent years. This study investigates a reading program implemented by an experienced teacher in a Chinese high school, with the aim of exploring students’ and teachers’ perceptions, as well a...

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Bibliographic Details
Published in:Chinese journal of applied linguistics 2023-02, Vol.46 (1), p.88-105
Main Author: Sun, Lina
Format: Article
Language:English
Subjects:
Case studies
case study
Chinese languages
Critical literacy
Empathy
English as a second language instruction
English as a second language teaching methods
Foreign language instruction
Graphic novels
Language instruction
language-literature integration
Literacy
Literature
Pedagogy
perceptions
Reading instruction
Second language teachers
secondary EFL education
Secondary school students
Student attitudes
students
Teacher attitudes
Teacher education
Teachers
Teaching
Vocabulary instruction
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Summary:The benefits of using literature in second/foreign language instruction have been re-gaining recognition in recent years. This study investigates a reading program implemented by an experienced teacher in a Chinese high school, with the aim of exploring students’ and teachers’ perceptions, as well as possible pedagogical strategies. Graphic novels were used in the program, facilitated by such literacy activities as reader’s theatre, keeping a reflection journal, literature circles, and explicit vocabulary teaching. This exploratory case study lasted for four months, collecting data from student and teacher participants, classroom observations, semi-structured interviews, reflection journals, artifacts, and relevant documents. Using the framework of a critical literacy approach to second/foreign language teaching, this study finds that with explicit teacher guidance and critical pedagogies, students developed high-order reading/thinking skills, multiple perspectives, historical empathy, and agency by engaging in multiliteracies practices through language-literature integration. Additionally, by highlighting some of the challenges 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 research and practice.
ISSN:2192-9505
2192-9513
DOI:10.1515/CJAL-2023-0106