Page 143 - Getting of the fence

The relevance and usefulness of the Comprehensive Approach
lessons showed the smallest deviation from the assumed even distribution (15% deviation), whereas after the intervention this was the case for Ysabel’s lessons (8% deviation). In other words, the changes in time spent on the four approaches between year 1 and year 2 was realized in different ways by the eight teachers. Even though for most of the teachers the deviation from the assumed even distribution was smaller after the intervention, their lessons show that there was a considerable difference between the size of the change per teacher.
6.4.2 Results research question 2: Perceived changes regarding EFL literature teaching
Each of the eight teachers reported on perceived changes regarding EFL literature teaching after working with the Comprehensive Approach for one year. An analysis of the interview transcripts revealed the following six themes, which will each be discussed in detail below: Reconsidering the EFL literature curriculum; Structure and variety; Including students; Rise in energy, confidence, and pleasure in teaching EFL literature; Language approach; and Implementation reality.
Reconsidering the EFL literature curriculum
Teachers considered the Comprehensive Approach as a framework for EFL literature 6 teaching an eye-opener (accommodation). The Comprehensive Approach allowed
them to look at their literature curriculum “from a broader perspective” (Doris).
Sarah explicitly mentioned that “looking at [my] curriculum this way is more
enjoyable” and Fred emphasized that he “firmly believed that you should not be allowed to approach literature from a single perspective.” An alternative reason was mentioned by Ysabel, for whom it was a revelation “to link the different approaches to each other and to the texts. Because oh boy how long are we teaching literature from A to Z chronologically? Well, the Context approach we did, such as ‘What happened in the Middle Ages?’ ‘What did the world look like?’ only we did not link that to the texts.” Caitlin, on the other hand, did not experience the Comprehensive Approach as an eye-opener but as a legitimization of her current teaching practice “where it can now grow and flourish” (assimilation). This possibility of elucidation was especially important to her regarding literature teaching at her school, because now “it is not something that depends only on me anymore but it can really circulate, like a vision of our school on literature education.”
Learning about the Comprehensive Approach also helped the teachers to become more aware of their literature curriculum. Harry explained how the
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