Page 187 - Getting of the fence

an inadequate connection between education and the learning needs of students. In order to move towards a well-structured curriculum, each of these issues should and can be addressed.
The results of the growing number of empirical studies (Paesani 2011; Paran, 2008) add to the theoretical knowledge base regarding the field of foreign language literature teaching. These theoretical insights need to be communicated to teachers via teacher educators, materials developers, and journals that are available to Dutch teachers such as Levende Talen Magazine, and Levende Talen Tijdschrift. This has already resulted in the special edition of Levende Talen Magazine entitled Subject pedagogical research and educational practice (2018) (in Dutch: Vakdidactisch onderzoek en de onderwijspraktijk).
Literature is by definition multi-faceted. In order to move towards a well-
structured curriculum, it is essential that the multitude of visions is clearly
translated into an aligned curriculum as well as clearly communicated. If we
want our students “to value the outcome and expect success in achieving it”
(Biggs & Tang, 2007, p. 32), the focus of the lessons should be clarified in clear
learning objectives, which are embedded in an aligned EFL literature curriculum.
However, in Bloemert and van Veen (accepted) we concluded that the step of
formulating learning objectives could be regarded as the Achilles heel of EFL
literature curricula. This means that teachers who work together within foreign
language departments not only need to decide why they include literature in the
curriculum, but also when and how (Wiggins & McTighe, 2005). Although these 7 questions might appear basic, we found that, in general, foreign language teachers
do not have a carefully considered answer to these questions that is in line with what is happening in their classrooms. We found that a framework such as the Comprehensive Approach offers teachers a common language through which they can answer these questions with more confidence.
The results of our studies showed an inadequate connection between what is currently happening in the EFL literature lessons and the learning needs of students. It could be argued that students who value the Language approach currently experience destructive frictions (Vermunt & Verloop, 1999) in EFL literature lessons which emphasise the Text approach or perhaps even disregard the Language approach. In order to change this situation towards a more desirable situation of congruence (Vermetten, Vermunt, & Lodewijks, 2002) or at least a situation where the learning is perceived as relevant and students feel that the gap between their needs and what is offered is bridgeable (Hattie & Yates, 2014),
Summary, discussion, and conclusion
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