In the previous section the pedagogic reality of teaching, studying, and learning was introduced. Moreover, the framework was created to understand the use of literary texts in the English language classroom. Likewise, the role of the English language teacher was examined within the framework. However, this section discusses the role
of the English language teachers more significantly since the present research was interested in studying their choices of English literature. Also, the personal matters which affect and guide the respondents’ choices of literary texts in their teaching are analysed.
In Finland the English language teachers’ role is to facilitate language learning and therefore, the English teachers are responsible for providing various opportunities for the pupils to learn languages in order to promote the full potentiality of each individual (Niemi. et al., 2016, 46). In order to promote learning, teachers select various texts as instructional material for their pupils (Finnish National Board of Education 2016). Moreover, the English language teachers are involved in creating learning environments in which the pupils can develop their language knowledge, skills, and strategies to achieve their personal, social and academic goals (McIntosh 1998, 3).
In Finland, the FNCCBE 2014 functions as a guideline of instruction for the foreign language teachers (Niemi et al. 2016, 44). In the FNCCBE 2014, the prescribed educational aims and values set the framework for teaching English. However, there are no universally accepted pedagogical criteria on how to apply these guidelines into practice. Therefore, many of the pedagogical practices rely on the personal presence of the teachers and their abilities. (ibid.) Moreover, the English language teachers’
professional competence plays a part in the choices of literary texts. According to Kimonen and Nevalainen (2013, 83), the teacher’s professional competence is built on two aspects which are disposition and pedagogical competence. Disposition includes the values, commitments and professional ethics that have an influence on the teacher’s attitudes, behaviour, and views (ibid.). Hence, using English literature in the classroom is largely dependent on the English teachers’ personal values, preferences and whether the English teachers are interested in using English literature in their lessons.
What is more, in the present research the respondents were asked about their personal relationship with English literature. All the respondents considered their relationship with literature positive and they overall valued literature. One respondent thought that original, untranslated English texts had more personal value than
translated literary texts which highlighted her appreciation towards English literature.
Another respondent discussed even further since she thought that her positive attitude towards English language literature influences her use of literary texts during her English lessons. However, this applied to all subjects too. In addition, the
respondent considered non-fiction texts meaningful since they gave more information than fictional texts:
…No siis ylipäätänsä arvostan hirveesti ja ite asunut pidemmän aikaan ulkomailla ni sitte oon niinku tottunu lukemaan englanninkielellä jo senkin puolesta. Tykkään lukea alkuperäiskielellä, jotenkin tuntuu, että käännöksessä jotakin kuiteski menettää…(R4)
…Overall I appreciate [English literature] a lot and I have lived a long time abroad, so I am used to reading in English, so on behalf of that already [it is important for me]. I like to read in the original language, I kind of feel that in the translation you kind of lose something…(R4)
…Luen paljon englanniksi ja tota arvostan tietenkin englanninkielistä, koska sieltä löytyy eniten tietoa, että vähemmän luen kaunokirjallisuutta englanniksi. – – Kyllä, ihan varmasti joo, muissakin kun englannin
kielessä, mutta tässä tapauksessa englanninkielestä…(R2)
…I read a lot in English and I appreciate English language literature of course, [especially] since you can find most information [from non-fiction], I read less fiction in English. Yes, surely [my own preferences affect my use of English literature for my pupils], in other subjects too than in English, but in this case concerning English…(R2)
Furthermore, all the respondents read English literature in their spare time and one respondent also listened to different English language texts. Literary texts were read and listened to for pleasure but also for maintaining and developing the respondents’
own language skills. In addition, one respondent considered overall literature an important part of common knowledge and a part of culture:
…Pidän erilaisia tekstejä tärkeinä kielitaidon ylläpitämisen ja kehittämisen kannalta. Luen ja kuuntelen mielelläni englanninkielisiä tekstejä…(R5)
…I think that different kinds of texts are important for maintaining and developing [my] language skills. I like to read and listen to different texts in English…(R5)
…Oma suhde on ilman muuta äärimmäisen positiivinen kuten kaikkeen kirjallisuuteen… – – (…) aina toki kirjallisuus kulkee mukana et se on tota
sellanen perus tota, perussivistystä oikeestaan ja meidän yksi tärkeä osa kulttuuria kaikissa maailman kolkissa…(R1)
…My relationship is certainly extremely positive as to all literature.
Literature always goes along [in life], it is a part of common knowledge and an important part of our culture all around the world.” (R1)
Besides the aspect of personal influence, the second aspect of professional competence is pedagogical competence (Kimonen and Nevalainen 2013, 83).
According to Kimonen and Nevalainen (2013, 83), the pedagogical competence
includes the teacher’s knowledge of educational matters and of the subject they teach, but also the successful implementation of knowledge into their practices and
evaluations. In addition, the pedagogic competence includes the aspects of effective planning, implementation, and evaluation of teaching (ibid., 233). Nevertheless, Niemi et al. argue (2012, 43) that even though Finnish teachers have a strong masters level education and pedagogical knowledge, it is not an easy task to implement
“pedagogical action and decision-making in practical classroom situations” (ibid.).
Therefore, even though English teachers are experts in English language teaching, choosing literary texts and designing activities in practice might be difficult due to versatile reasons (see chapter 5). Hence, English language teachers can turn to their colleagues for assistance. Thus, in the Finnish schools, foreign language teachers are encouraged to cooperate pedagogically with each other (Niemi et al. 2016, 45).
Furthermore, as stated in the FNCCBE 2014, co-operation with the school`s personnel assist the realizations of the school’s up-bringing and teaching goals (Finnish National Board of Education 2016). Therefore, if the teachers have difficulties in choosing or finding literary texts, working with the schools’ personnel can support their decisions or give ideas on what kind of literary texts to choose and for what kind of language activities.
Consequently, many of the respondents considered working with other language teachers, especially English language teachers, useful. Working with other language teachers was seen as particularly beneficial since it gave opportunities to borrow and share material with the other language teachers, especially, if the respondents were unsure on what kind of material to select. However, not all
respondents felt the need to work with other English language teachers in terms of selecting English literature:
…Ollaan yhteystyössä ja siis varsinkin jos joku löytää jotain hyviä tekstejä tai jotain tehtäviä ja tälläsiä materiaaleja niin tottakai joo kyllä me, meillä on hyvä kielitiimi. – – Meillä on meidän kielitiimissä, meillä on paljon tota siis kirjoja ihan, siis lapsille tarkotettuja kirjoja…(R2)
…We work with one another especially, if someone [English language teacher] finds some good texts or tasks and these kinds of materials [to share], so surely we do [cooperate], we have a good language team. In our language team [’s collection], we have a lot of books which are meant for children…” (R2)
…Vois melkeen kysyy muilta, mitä on käytetty… (R3)
…[I] could probably ask others [English teachers], what they have used…(R3)
…Muiden toimintatavat tai valinnat eivät oikeastaan mitenkään vaikuta minuun… (R5)
…Other [English teachers’] working methods and choices do not really affect me… (R5)
Besides working with other English language teachers, one respondent considered working with the class teacher useful. In Finland, a class teacher is a teacher who works in basic education, usually in grades one to six, and teaches most subjects in the primary school (Finnish National Board of Education and Culture 2018, 57). In addition, she has one class named for her (ibid.). Moreover, since the FNCCBE 2014 encourages teachers to integrate instruction (=opetuksen eheyttäminen) as a part of school culture (Finnish National Board of Education 2016), the respondent suggested bringing
forward things that were already discussed in the class teacher’s lessons to the English lessons. Therefore, the same theme would be addressed across two subjects which relates to parallel study which is one of the forms of integrated instruction (ibid.).
Moreover, in the English language classroom, the same topic would be addressed by incorporating literary texts to learn about the same theme which would create a multilingual approach to the studied phenomena. At its best, combining English with other school subjects could link the pupils’ knowledge and skills between various study
fields to form meaningful entities (ibid.). However, the respondent considered
integrated instruction dependent on having enough time plan it with the class teacher:
…sit pitää myöskin olla sitten mieluiten luokanopettajan kanssa
yhteydessä, mitä hän lukee siellä suomeksi siellä luokassa ja mikä jakso on menossa, et saisko siihen yhdistettyy jotakin sitten myöskin kielten tunneilla, et kyl meil on ilmiöistä puhutaan, ja pystyy sitte tekemään myöskin luokanopetuksen kanssa yhteistyössä mitä ilmiöitä mennään, niin mahdollisuuksien mukaan sitten kieliin myös.Nää on sellasia toiveita ja niinku ajatuksia mitä vois tehdä kaikkea, ei koulun hetkessä ehdi, muista, eikä kaikkea mahdollisuuttakaan, mutta yks hieno asia olis tämä, että olis niinku enemmän yhteistyötä, et tehtäis projektia, ilmiöitä, joissa olis se kirjallisuus mukana, joka olis monikielinen…(R1)
…preferably, you also need to be in contact with the class teacher, [to establish] what he reads in Finnish in the classroom and what kind of a study unit is taking place, in order to see if you could you also bring forward [some of the topics from those lessons] to the language classes, we do discuss about different themes, and then you can work with the class teachers [to establish] on what kind of themes they are covering [during their lessons], and, where possible, to include some of these themes to the language lessons, too. These are more hopes and ideas of what could be done, [but often] during the hectic moments at school, you don`t really have the time or don’t remember [to do it], and the possibilities to do it are not [always] there, either, but this could be one of those great things that you could cooperate more [with other
teachers], that you could do a project together, to do theme-based learning, in which literature would be a part of, [and] which would be multilingual…(R1)
Furthermore, the respondents were asked whether they considered some matters affecting their choices of literary texts. Overall, nearly all the respondents said that they experienced time pressure. Therefore, the respondents did not have extra time to search extensively for literary texts, especially fiction. The respondents acknowledged that searching for literary texts was time consuming and needed more work. In addition, some of the respondents felt that they had their hands full in preparing the basic English lessons and balancing between their work and personal lives. However, one respondent did not find time pressure as an issue since the pupils were
encouraged to be active on their behalf and to work by themselves within the given instructions:
…Se on vaan sit ehkä siitä siitä ajankäytöstä, että miksei itekään oo mitään kaunokirjallisuutta käyttänyt opetukses viel, niin oikeen oo aikaa
semmoseen ylimääräseen suunnitteluun. Rajaan työni siten, et teen sitä vain kahdeksan tuntia – tai yritän tehdä vain kahdeksan tuntia, et
periaattees pystyis kyl käyttää kaiken vapaa-aikansakin sit selvittämiseen, ettimiseen ja hakemiseen, mut et ne on niinku jääny sitte vielä sit sinne odottamaan sitä tulevaisuutta, että tota ton rutiinin pystyy hoitaa sillain, ettei tarvii niin paljon valmistella perustuntei varten ni… (R3)
…It probably just comes down to the [pressure] on time as to why I have not used fiction in my teaching so far, as I don’t really have time for the extra planning [it involves]. I try to limit my work so that I only work – or at least try to do – eight hours a day, but you could easily use all your free time searching for and finding out [materials], but [I have] left it to wait for such a time in the future when one has mastered the [basic teaching] routines to a point where preparing standard lessons is less time consuming [and frees up time for other planning]…(R3)
...No itsellä on tällä hetkellä siis aika on ehkä se suurin, että tasapainoilee työn ja kodin kanssa… – – (…) löytys niinku jokaselle asialle sitä aikaa suunnitella ja perehtyä asioihin, ja että se on itsellä se ongelma tällä hetkellä…(R4)
…Well at the moment dividing my time between work and family is s problem for me. [It would be great] finding [more] time to plan and acquaint [myself] with matters [related to English literature] so
[therefore], I would say [the limited amount of] time is the problem for me at the moment…(R4)
…No en, kyllä se kuuluu työhön. En koe. Hyvin paljon lapset nykyään tekee niinkun omatoimisesti, et mä en anna niin paljon valmista, vaan annetaan enemmänkin aihe ja työskentelytavat ja sitten he lähtee tekemään…(R2)
…Well no [time is not a problem for me], it is a part of the job [that you find literary texts for the pupils]. I do not experience it so [that finding material is limited to my time]. Nowadays children do so much on their own, I don`t give them much ready-made [material], I give them a topic and the methods of working and then they begin working…(R2)
In addition to time pressure, the respondents were asked how they perceived the accessibility of literary texts. Some respondents did not experience accessibility of literary texts as problematic since the internet was considered to be full of different texts which the respondents could select suitable texts from, and the students could find literary texts since the internet were easily accessed through different devices.
However, if one was looking for hardback English books, accessibility became a
problem according to some of the respondents, which was seen as due to the lack of school resources since there were no libraries nearby:
…No se saatavuus ei pitäs periaattees olla ongelma, kun netis on ihan pilvin pimein kaikkee mut just ehkä sit se, et jos haluu semmost perinteisempää niinku, et olis jotain ihan selattavaa kirjaa ni sit se
muodostuu ongelmaks, et jos ei satu asuu kirjaston lähellä tai jos koululla ei oo kirjastoo…(R3)
…Well accessibility should not basically be a problem because the Internet is full of everything but if you want a traditional book to glance through sometimes, then it [finding literary texts] becomes a problem if the schools don`t have a library or [the pupils] don’t live near a
library…(R3)
…netti on oikeesti pullollaan aika paljon, kun antaa vaan aiheen ja tai teeman niin kyllä sieltä löytyy kirjallisuutta tai tekstejä sanotaanko…(R2)
…the Internet is really full [of literary texts], from there you will find literature or texts should I say, you just need to give a topic or a theme [for the pupils to work on]…(R2)
…Olisi hienoa, jos koululla olisi laaja valikoima englanninkielistä nuortenkirjallisuutta (resurssien niukkuus)…(R5)
…It would be great, if [our] school had a large selection of youth literature in English (lack of resources)…(R5)
To conclude this section, the use of literary texts within the teaching, studying,
learning framework highlighted the role of the English language teacher in guiding the pupils’ studying and learning processes by providing suitable literary texts. Since the respondents valued literature and had an extremely positive attitude towards English literature, it was discussed how it might influence their use of English literature in their lessons. Notably, within the framework the pupils were acknowledged as active
participants who were also in charge of their own studying and learning. Additionally, the pupils also influenced teaching since their needs, preferences and characteristics affects the teaching process. However, this does not mean that literary texts will be beneficial for the pupils’ linguistical, social, emotional or cultural development. Leading from the theoretical findings and the respondents’ discussions, it can be concluded that providing versatile interesting and engaging learning opportunities for the pupils
by using suitable literary texts can at its best enhance the pupils’ learning of English.
Additionally, the selection of literary texts needs to be chosen in line with the FNCCBE 2014. However, the respondents experienced selecting literary texts as time
consuming which highlighted the role of positive teamwork and the use of
technological devices which were considered to give easy access to literary texts in the hectic classroom.