Page 44 - Getting of the fence

Chapter 2
Table 2.4 Detailed overview of the four foreign language literature teaching approaches
Text approach
Context approach
Reader approach
Language approach
Initial elements (summarised)
1. Literary terminology
2. Recognising text types
3. Distinguishing text types 4. Storyline
5. Character development 6. Who, what and where
7. Literary periods
8. Literary history
9. Historical aspects of a
literary work
10. Cultural aspects of a
literary work
11. Social and societal aspects
of a literary work
12. Information about the
author
13. Biographical aspects of a
literary work
14. Reading pleasure 15. Student’s personal
reaction
16. Critically report on
reading experiences 17. Critical thinking skills
18. English linguistic aspects in a literary text
19. Making reading miles to improve language skills6
20. English vocabulary in a literary text
Dutch Core Curriculum Standards for foreign language Literature
The student can recognize and distinguish literary text types and can use literary terms when interpreting literary texts
The student can give an overview of the main events of literary history and can place the studied works in this historic perspective
The student can report about their reading experiences of at least three literary works with clear arguments
Common European Framework Reference (2001)
B1 level: relate the plot of book or film and describe reactions in a sustained monologue
B2 level: following established conventions of the genre concerned in creative writing B2 level: understand contemporary literary prose C1 level: appreciating distinctions of style in long and complex factual and literary texts
B2 level: understand contemporary literary prose
B1 level: relate the plot of book or film and describe reactions in a sustained monologue
B2 level: understand contemporary literary prose
B1 level: relate the plot of book or film and describe reactions in a sustained monologue
B2 level: understand contemporary literary prose
2.2.2 Participants
Contact details of Dutch secondary schools that offer education at pre-university
level were collected via online searches. Heads of Department were sent an email
with the request to forward an invitation to participate to the EFL teachers who
were teaching pre-university level in 2012 - 2013. Furthermore, an invitation to
participate was also posted on an online platform (www.digischool.nl). A total
of 106 teachers filled out the questionnaire for 1 year, 18 teachers filled out two
6
6 Translated from the Dutch: ‘leeskilometers maken’. This refers to the notion of the benefits of extensive reading for the language development of foreign language students.
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