Page 37 - Getting of the fence

Table 2.2 A selection of categorisations of foreign language literature teaching approaches
Littlewood (1986)
Sage (1987)
Carter and Long (1991)
Lazar (1993)
Parkinson and Reid-Thomas (2000)
Maley and Duff (2007) Van (2009)
Divsar and Tahriri (2009) Nance (2010)
Barrette, Paesani, and Vinall (2010)
1st level: language as a system of structures
2nd level: language as a specific stylistic variety
3rd level: language as the expression of superficial subject matter
4th level: language as the symbolization of the author’s vision
5th level: literary work as part of literary history or of the author’s biography 2
The educational value The linguistic importance The cultural value
The Language Model
The Cultural Model
The Personal Growth Model
A language-based approach Literature as content
Literature for personal enrichment
1st reason: cultural enrichment
2nd reason: rhetoric
4th reason: language difficulty
5th reason: authenticity and genuine samples 6th reason: literary language is memorable 7th: assimilation of language rhythm
8th reason: non-trivial motivator
Linguistic factors Cultural factors Personal growth factors
Approach 1: New Criticism Approach 2: Structuralism Approach 3: Stylistics Approach 4: Reader-Response Approach 5: Language-Based Approach 6: Critical Literacy
Language-based
Literature as content or culture
Literature as personal growth or enrichment
Cross-cultural understanding and ethical engagement Critical thinking
Intellectual exploration
Unique language benefits
Literary analysis Stylistics Culture
Exploring EFL literature approaches
Most of these categorisations are based on practitioner evidence and beliefs, which even though valuable, often lack a clear theoretical concept. In order to move this area of research forward and empirically investigate foreign language classrooms in secondary school settings, the potential of foreign language literature should first be clearly defined as well as operationalized. For this reason, we have synthesized Maley’s and Paran’s ideas, thereby taking into account previous categorizations of approaches such as Sage (1987) and Carter and Long (1991), which lead to four
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