In this section the justifications for the use of English literature in English language teaching are discussed. These justifications can be applied to language teaching at all school levels considering foreign languages. According to Duff and Maley (1990, 6), there are three types of justifications which discuss the use of literary texts in foreign language teaching: linguistic, methodological, and motivational. In the linguistic justification, literary texts consist of language, which makes the use of literature in foreign language learning and teaching noteworthy (Duff and Maley 1990, 6). Literary texts exploit the potentialities of language since they offer a wide spread of registers, styles and text-types which are constructed through the levels of difficulty (ibid.).
When the respondents were asked for what purposes they use literature, one respondent believed that literature serves as a model of writing which includes all potentialities of language. Giving the pupils a model on how to write was considered motivating and beneficial for the pupils’ future since the pupils might choose a career in writing:
…kirjallisuus on myöskin mallina oppilaille, et miten minkälaisia juttuja vois kirjoittaa et ikinä tiedä minkälaisia kirjailijoita on niissä oppilaissa tulevaisuudessa…(R1)
…literature also serves as a model for writing, so how to write about certain kinds of matters, you never know what kinds of authors the pupils will be in the future…(R1)
In addition, literary texts are authentic since they provide samples of real-life language (Brumfit and Carter 1986, 15; Koutsompou 2015, 75). Moreover, authentic texts offer opportunities for the foreign language readers to examine and discuss the content of texts by being naturally led to explore the possibilities of language (Brumfit and Carter 1986, 15.). In addition, literary texts have a social communicative function
(Koutsompou 2015, 75). Since messages need to be linguistically and situationally comprehensible, literary texts convey information about the adequate use of the content and form of a message. This is beneficial for the foreign language learner’s
understanding of social functions. (ibid.) Moreover, literature is equipped with
sociolinguistic and pragmatic information which provides the foreign language learner with skills on how to use language appropriately in various social situations (Khatib, Rezaei and Derakhshan 2011, 201). Sociolinguistic information refers to the social conventions such as rules of politeness. In addition, pragmatic competence refers to the functional use of linguistic resources. Moreover, it encompasses various speech acts and language functions which have several meanings. (Council of Europe 2001, 13) Sociolinguistic and pragmatic information can be mostly found in contextualized
language such as in dramas or plays (Khatib et al. 2011, 201).
According to Collie and Slater (1987,6), literary texts are considered as a source of language enrichment. Furthermore, Collie and Slater (ibid.) argue, that
“literature provides a rich context in which individual lexical or syntactical items are made more memorable”. Especially through extensive reading, one can increase their receptive vocabulary (ibid.). In the answers given by the respondents, one respondent emphasised that pupils expand their vocabulary through reading. However, not all texts were seen to expand the pupils’ vocabulary since it was important that the pupils were interested in the topic in order to acquire vocabulary:
…Guinnessin ennätyskirjoja, ne on aika hitti, kun siellä on kaikkii
kiinnostavia erikoisia asioita, että laajentaa sit myöski sitä sanavarastoo semmosia, jotka niinku kiinnostaa…(R1)
…[the pupils have read] Guinness World Record books, they are a big hit [amongst the pupils] since they contain all kinds of interesting and unusual matters, so [therefore] they also expand the pupils’ vocabulary, since the texts are [considered] interesting…(R1)
However, literature might not always offer the kind of vocabulary foreign language learners need or are used to, since the language in literary texts is not like the language in the foreign language textbooks (Collie and Slater 1987, 7-8). This may occur as confusion in the functions and structures of everyday foreign language use.
However, by reading a substantial and contextualized body of texts, foreign language learners can familiarize themselves with the features of written language, such as the structures and functions of sentences. (ibid.) Even though the language functions and structures can cause confusion, one respondent emphasised that pupils should not
give attention to this matter. By practicing reading regardless of the difficult
vocabulary, the pupils can learn to read in their own manner and speed. According to one respondent, overall literary texts give various opportunities to practice fluent reading:
…Kyllä siinä no ensinnäkin lukutapaa edistää, et voi harjotella sitä, et miten lukee, et ei välttämät kaikkee jos on vähä vaikeempaa tekstii jossain kohtaa, et on niinku lukee tavallaan välittämättä siitä, että ei joka sanaa osaa, et pysyy niinku kärryillä et semmonen lukutavan oppiminen…
– – (…) sit semmosta omaa tahtisuuden niinku opettelemista niin sitä vois tukee…(R3)
…Firstly [pupils] can develop [their] reading skills, [they] can practice how to read even though there are difficult parts in the text, so [by reading]
[the pupils] learn to read despite the fact that [they] do not know each word. Consequently, then they [feel that they] can keep up [despite the difficulties] and [realize they] do not have to read all difficult parts, so [the pupils] learn to read in a particular manner. Also [the pupils] could be supported in learning to read at their own speed …(R3)
…Mut sitten millasia taitoja? No onhan se tietysti ihan suoraan se sujuva lukeminen…(R1)
…But then what kind of skills [do the pupils learn]? Of course, in a straightforward manner [learning] to read fluently…(R1)
In the methodological approach, literary texts offer various interpretations which make the use of literary texts in foreign language teaching noteworthy (Duff and Maley 1990,6). According to one respondent, besides language learning literary, texts enlarge the pupils’ worldview and provide various perspectives on different matters:
…No siis ainakin et se voi antaa silleen erilaisia näkökulmia asioihin, antaa ajateltavaa ja niinku ylipäätänsäkki siinä voi sitte oppia muutakin sitte kun tota sitä kieltä…(R4)
…At least [literary texts] can give [the pupils] different perspectives on matters, [and] give [them] something to think about and overall [they]
can learn about other matters too besides language…(R4)
In addition, the various literary interpretations can be discussed in diverse manners in genuine conversations between individuals (Duff and Maley 1990,6). Koutsompou (2015, 75) argues that sharing various opinions about literary texts leads to motivated
interaction with the text and other individuals. Moreover, interaction is
communication and by communicating, languages are learned. Interaction is also one of the main sentiments of the communicative approach, which makes the use of literary texts in foreign language teaching appropriate. (ibid., 75)
The last justification presented by Duff and Maley (1990, 6) is the motivational justification. In the present research, motivation refers to one`s willingness to be engaged or committed to a task (Alshenqeeti 2018, 1). Moreover, Duff and Maley (ibid.) state, that literary texts incorporate the writer’s feelings and showcase important themes according to the writer. In this sense, literary texts are non-trivial (Duff and Maley 1990,6). Non-trivial texts are literature which is not created for the purposes of language teaching (Duff and Maley 1990, 6; Collie and Slater 1987, 6). Therefore, literary texts are motivating since the learner can relate to the themes through personal involvement (Duff and Maley 1990, 6).
For one respondent literary texts give opportunities for the pupils to reflect on their emotions. Depending on the current theme, there is a possibility that the pupils gain and develop their empathy and other emotional skills by reading texts.
In addition, one respondent thought that literature provides different experiences that the pupils can be a part of through reading:
…riippuen vähän siitä, mikä siinä on se niinku teemana tai käsiteltävänä asiana, että empaattisia taitoja tai tunnetaitoja niin jos niitäkin sieltä sit tulis sieltä. (R4)
…it depends on the theme or matter which is [currently] discussed [in the literary texts], so [the pupils can enhance] empathy and emotional skills, so those [kind of skills] can possibly be enhanced [by reading literary texts] too.” (R4)
…sitten myöskin niinku semmosia elämyksiä ja kokemuksia…(R1)
…[the pupils can] also [go figuratively on] adventures and [gain]
experiences [by reading literary texts]…(R1)
Moreover, personal involvement enables the readers to engage with literature imaginatively and to shift their attention from the mechanical features of the foreign language systems (Collie and Slater 1987, 7). However, engaging in texts requires the reader to be motivated. In this sense, choosing literary works that engage the foreign
language reader plays a key role (ibid. 7-8). According to one respondent, the pupils are excited and motivated, if they feel that they can understand a book and are fond of it:
…tota kyllähän se varmaan voi sitte lisätä sellasta sellasta kans intoo ja motivaatioo et huomaa et ymmärtää ja jos tykkää kirjasta…(R4)
… of course [reading] can add that kind of excitement and motivation since [the pupils] notice [they] like the book and can understand it …(R4) Besides the three justifications presented by Maley and Duff (1990), Brumfit and Carter (1986, 25-26) suggest that literary texts can teach about other cultures and motivate to understand them. In the present research culture is defined as a set of values and beliefs that are shared within a particular society, which foster belonging and identity to a certain group (Lebrón 2013). All the respondents agreed that through literature pupils can learn about cultures. In the answers given by few of the
respondents, it was important to read literary texts in order to learn how to be considerate of other cultures and people. In addition, looking at matters through a multicultural perspective was considered important since it was seen to enlarge the pupil’s worldview:
…Kulttuuritaitoja, suvaitsevaisuuden taitoa…(R5)
…[The pupils acquire] cultural skills, skills to become tolerant…(R5)
…ja sitten myöskin taitoa myöskin olla suvaitsevainen, kirjallisuuden kautta ni oppii monelaisia eri asioita eri maista tietämään niin, sillon myöskin sitte ottaa huomioon enemmän muista kulttuureista
tulleita…(R1)
…and then also [the pupils develop] skills to become tolerant, passing through literature you can learn about many different countries, so then you can also take more into account people from other countries…(R1)
..kulttuuria ehdottomasti kyllä, että tota oppii erilaisista kulttuureista ja ylipäätänsä niinku semmostakin monikulttuuristakin näkemystä asioihin, että niitä on tosiaan erilaisia näkökulmia asioihin ei nää silleen
yksipuolisesti...(R4)
… yes [pupils learn] about culture absolutely, [they] learn about different cultures and overall gain multicultural insights on matters, [they become aware] that there are other perspectives too…(R4)
In addition, Collie and Slater (1987, 6) state that it is important for foreign language learners to enlarge their understanding about the country whose language they are studying. Even though the content of literary texts is created by the author, the depictions of the various characters with multiple backgrounds enable the reader to form the idea of a full context. Hence, reading literature can provide insights on external cultures through various cultural aspects, such as customs, feelings, beliefs, fears, or possessions. These codes and preoccupations construct the vivid images and structures of the society where the reader might not have access otherwise. (ibid.) For one respondent it was possible for the pupils to learn about the target culture through literature. However, it was discussed that the book should display the target culture particularly eminently:
…tietenkin sitten riippuen niinku kirjan sisällöstä, että kulttuurintuntemus totta kai, jos on englanninkielinen, et jos on tota englanninkielisistä kulttuurista se kirja ni tai jos jotenkin erityisesti kuvaa sitä kulttuuria ni esimerkiks sitte se kulttuurintuntemus… (R3)
… of course it depends on the content of the book [what kind of skills pupils can acquire], cultural knowledge of course [as a learning outcome], if it [the text] is in English, and if the book is about English-speaking cultures or it depicts a culture in a specific way [typical for the culture], so then [the pupils acquire] for example cultural knowledge... (R3)
What is more, through literature learners learn to examine the similarities and differences in the society compared with the society they live in (Floris 2004, 2).
Learners become aware of the social, political, historical, and cultural dimensions in the society which are represented in literary texts. Therefore, literature strengthens the learner`s cultural understanding. (ibid.) Furthermore, one of the respondents emphasised the role of literature as a source of providing cultural and historical insights. In addition, literature itself was acknowledged as a part of culture:
…No kaikkihan ni kulttuuritaitoja ehdottomasti mikä onkaan sitte sitte ikinä ikinä aiheena ni tuleehan sieltä sen maan kulttuuri niinkun läpi pakosti kirjallisuudes, kirjallisuus on kulttuuria ja ja vaikka mitä kaikkea täs niinku aatellaa niinku läpäisynä vaikka historiaa on aika hienoo sitte mitä kaikkee sielt tulee… (R1)
…Well, everyone [acquires] cultural skills, absolutely, regardless of the topic, the cultural aspects of a country [being featured in a literary text]
shine through [in the text], literature is culture, and whatever [themes]
we can think of passing through literature, say, for example, history, it is pretty amazing what [learning outcomes] result from that… (R1)
Even though literary texts provide cultural knowledge, they need to be examined critically. Brumfit and Carter (1986, 26-27) argue that literature is always connected with the history of literature. Furthermore, the content and language in literary texts are creatively modified for the writer’s own need. Consequently, the content and language are not realistic descriptions of the culture, nor are they fully recognizable, especially if one does not have previous knowledge of, for example British or American life. (ibid.) Duff and Maley (1990, 7) agree with this argument, and further explain that an outsider cannot share the full range of references of an insider, which can cause difficulties in understanding cultures. However, this does not mean that one cannot learn anything about literary texts nor make use of them (Brumfit and Carter 1986, 27;
Duff and Maley 1990, 7) Henceforth, the foreign language learner needs to be conscious of these matters and to feel capable of separating the typical native
language or culture from the characteristic style references which the writer uses in his texts. (Brumfit and Carter 1986, 27). This can be referred to as critical thinking, which is also one of the advantages literary texts can bring about in the classroom. Critical thinking makes it possible to examine matters which are taken for granted and to unravel the hidden agenda behind diverse texts (Khatib, Rezaei and Derakhshan 2011, 203).
To conclude this section, the respondents provided English literature for their pupils for multiple purposes. It was believed that literary texts provide
opportunities for the pupils to acquire vocabulary, practise reading and overall develop their linguistic competence which adhered to the linguistic justification. Additionally, literary texts were considered to give various opportunities for the pupils to make interpretations, enlarge their worldview and give opportunities for discussing various perspectives which adhered to the methodological approach. The respondents also thought that literary texts offer pupils opportunities to reflect on their emotions, develop empathy skills, tolerance, and other personal skills. Therefore, literary texts were acknowledged to take part in the pupils’ upbringing.
Reading meaningful and exciting literary texts was considered to foster motivation towards reading English literature which related to the motivational
justification. In addition to the three justifications, literary texts were also used to develop the pupils’ cultural skills. What is more, literary texts were considered to offer knowledge of different cultures through for example multicultural and historical views, therefore developing the pupils’ cultural understanding.
In conclusion, all the skills the respondents mentioned in this section contributed to the pupils’ social development. As well as reading literary texts as they were, the English teachers linked language activities based on literary texts for their pupils during the English lessons. These language activities also adhered to the aforementioned purposes of using literary texts. In section 5.4, the activities are further examined.
3 FRAMEWORK FOR USING ENGLISH LITERATURE IN FINLAND
The previous chapter highlighted the understandings the respondents had about English literature and the reasons why the respondents considered English literature beneficial for their pupils. In this chapter the theoretical framework for using English literature in the Finnish primary school is introduced. Consequently, this chapter explores the FNCCBE 2014 and how the objectives of instruction considering English language relate to the use of English literature. Also, the communicative goals considering English as a foreign language is explored. Correspondingly the learning, studying, and teaching framework is examined to form a pedagogical perspective on the reality in the English language classroom. Above all, since the English language teachers use literary texts in their teaching, the respondents’ personal views are
discussed and their relationship with literary texts is further explored. Towards the end of the chapter, the previous use of English literature is examined from the point of view of foreign language teaching methods. To conclude the chapter, the previous research on using English literature in the Finnish schools is presented.