Page 51 - Getting of the fence

component for the final English mark is significantly related to the average reported
occurrence for the Text (r = .31, p < .01) and Context (r = .30, p < .01) approaches.
In other words, an increase in this percentage means a significant increase in the
amount of lesson time spent on the Text and Context approach. 2
2.4 Discussion
Previous research regarding foreign language literature education has often theorized what the benefits are of foreign language literature education without converting these theoretical constructs into measurable variables. In order to move this area of research forward, we have not only conceptualized four approaches to foreign language literature education, but we have also operationalized and validated them in a secondary school setting. The reliability of the scales of each of the four approaches range from acceptable to relatively high and results from a CFA inform us that our understanding of a Comprehensive Approach to foreign language literature teaching and learning seems to represent one underlying construct.
Current research in the field of foreign language literature education is moving in the direction of empirically researching a selection of the acclaimed benefits largely in the context of higher education. Following Paran’s (2008) call for more empirical research in secondary education, translating our conceptualization into 20 underlying elements enabled us to research how Dutch EFL teachers in secondary education approach literature in their lessons. The way the foreign language literature curriculum is currently organized and the nature of the non-prescriptive parameters of the three core curriculum standards provide a lot of freedom for foreign language teachers. On average, each approach was reported to occur regularly in the EFL lessons, but the wide range in the way literature was approached also indicates vast differences. Even though foreign language teachers generally enjoy this high level of independence when designing the literature component, it could also cause uncertainty inherent in equivocal situations, such as the ambiguity of the three Core Curriculum Standards. Another issue that this level of diversity raises is the degree of transparency and concerns regarding quality control. In the current situation it is fairly impossible for students, teachers, and school boards to measure the quality of the foreign language literature component.
Exploring EFL literature approaches
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