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                                number of studies are being conducted into this field of research (Paran, 2008), there is no clear research agenda based on existing frameworks such as the four central components of PCK research (Grossman, 1990) or the set of questions that provide a framework for PCK research formulated by Grossman, Schoenfeld, and Lee (2005). We would like to finish this section with the suggestion that one step towards a more structured foreign language literature research agenda includes a review study within the context of PCK research. Such a review will provide a structured and focused overview and recapitulation of previous research, and it will highlight areas that are over- and under-represented.
7.5 Implications
7.5.1 Rethinking the literature curriculum with the Comprehensive Approach
Similar to carefully considering the design of a foreign language lesson with, for
example, an implicit or explicit focus on grammar based on theoretical insights
(Piggott, 2018), designing the foreign language literature curriculum should,
ideally, also be done based on theoretical insights. One major practical implication
of this thesis is the Comprehensive Approach as a foreign language literature
teaching and learning model, which has been adopted as a framework in rethinking
foreign language literature curricula. Examples include: the eight teachers which
we discussed in Chapter 6; example lesson plans based on the Comprehensive 7 Approach published on the website of Stichting Leerplanontwikkeling (SLO) (see
Appendix IV for an example); and the new course book for literature teaching in French as a foreign language: Libre Service 4ème edition by ThiemeMeulenhoff (see Appendix V for an example). In our experience, providing such a framework including detailed examples can inspire teachers in rethinking their literature curriculum.
7.5.2 Integrating language and literary content
The results of several studies in this thesis underline the uneasy position of literature within foreign language teaching. This is an important result of this thesis, because it relates to national and international trends in the field of foreign language education towards an integration of language development and (literary) content (Council of Europe, 2018; Curriculum.Nu, 2018; Meesterschapsteam MVT, 2018; Paran, 2008; Paesani, 2011; Schat, de Graaff & van der Knaap, 2018).
Summary, discussion, and conclusion
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