Page 147 - Getting of the fence

The relevance and usefulness of the Comprehensive Approach
Rise in energy, confidence, and pleasure in teaching EFL literature
The teachers mentioned that working on their literature curriculum through a Comprehensive Approach gave them a boost, which was explained by Sarah
who felt she could “finally do something new with an exhausted curriculum.” Liz
commented that it was a gratifying situation “to be, for once, a student again.”
Ysabel experienced a rise in energy especially on a cognitive level: “It is wonderful,
my brain is alive again!” Learning about the Comprehensive Approach triggered
her to conduct her own background research: “I also thought it was great to dive
into it again, I learned that again myself. That you think, oh yes, that is what those
brains are there for, that you have to dig for a while in order to be able to teach well.
I remember that at one point I was completely consumed in Hadrian’s Wall and one
thing led to another and another, which I really enjoyed. Then a colleague asked me
“Are you still here?” “Oh” I told him “I am going crazy because I am enjoying this
so much!” I have got the feeling I am studying again and I really want to. Simply
wonderful!” (Ysabel). Although perhaps less exuberant, Ralph also felt that he “is
starting to wake up again”. Fred’s engagement was sparked by an internal drive “to
become a better teacher” by for example creating and “a better and more effective
curriculum.” According to Fred, “teaching the literature lessons has really become
easier and more pleasurable because I can now justify my curriculum and how I 6 teach.” Doris shared Fred’s pleasure sentiment: “I think I enjoy teaching literature
more now because I knew where I was heading.”
Language approach
Implementing the Language approach appeared to be somewhat complicated. The teachers remarked that they hardly spent any time on the Language approach. One reason why it was not part of their curriculum was provided by Fred who explained, “the Language approach requires the most work from me.” For Caitlin the reason was the Language approach itself which she felt was “tricky to implement” in her literature lessons. She also mentioned that the lack of time she has for literature did not allow her to expand on her established repertoire. Interestingly though, Caitlin did comment, “I only have two lessons a week and I am already happy when they [the students] have actually read the text.” For Caitlin, apparently, reading a literary text is not part of the Language approach.
Indeed, although the majority of the teachers mentioned hardly spending time on the Language approach, they did however increase the use of the target language and they did use literary texts in order to practice the students’
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