Using English literature in English language teaching has many benefits as stated in section 3.3 which accentuates the important role of literature as a valuable resource in English language teaching and learning, even though choosing the appropriate
material might be complicated, as presented in the previous sections. In addition to choosing instructional material, it is important that the English teachers plan how to use the material in the classroom (Scarino and Liddicoat 2009, 62). Hence, besides using literature as a resource as it is to develop the pupils’ linguistic, cultural, personal and social skills, according to Duff and Maley (1990, 5) literature can be used as a resource to stimulate language activities. As stated in the FNCCBE 2014, the English teachers need “to offer the pupil abundant opportunities for practising
age-appropriate and small-scale speaking and writing, also paying attention to
pronunciation and structures that are essential in terms of the content and the text in question.” (Finnish National Board of Education 2016.). That said, the FNCCBE 2014 encourages teachers to provide opportunities for language activities involving speaking and writing, which in the present research can be based on and linked to literary texts.
Importantly, literary texts can be presented for stimulating language activities in many ways, such as by fragments or by using literary texts in accordance with other texts and media (Duff and Maley 1990, 6). Literary texts can also be chosen from the categories of fiction or non-fiction. (Di Martino and Di Sabato 2014, 18). What is more, literary texts can be chosen for example thematically or by mixing fiction and non-fiction to create meaningful language activities (ibid.). Consequently, the use of various text types provides the pupils opportunities to perceive all literary texts as resources and possibilities for providing stimulating language activities (ibid.)
Above all, the purpose of language activities is for pupils to engage with literary texts (Duff and Maley 1990,5). The pupils are considered as active recipients since they form genuine interactions with the text. When the pupils interact with the text, they generate language during the process, which is beneficial for their language learning. (ibid.)
In the present research, all the respondents reported that they use language activities in their English lessons, some more than others. In the respondents’
answers the four skills of writing, reading, speaking, and listening were highlighted when conducting language activities based on English literature. According to Babaee and Yayha (2014, 82) literary texts can be used to develop these four skills in foreign language teaching and learning. However, all of these skills should be taught in an integrated manner in the foreign language classroom, not as separate skills (ibid.).
Nevertheless, in the respondents’ answers some skills were highlighted more than others. Therefore, these skills are explained separately in the following, even though they are connected with each other. In addition, it is acknowledged that language activities can foster many other skills too, such as cultural understanding.
Firstly, literature is a valuable source in developing the pupils’ writing skills (Babaee and Yahya 2014, 82). As stated in the FNCCBE 2014, pupils are encouraged to produce texts in English (Finnish National Board of Education 2016).
Producing texts can adhere to writing skills, and in the present research texts can be produced based on literary texts. Furthermore, as Ahvenjärvi and Kristinä (2016) state, language activities can be carried out by using texts as the basis for producing a new text. The new text can be for example an essay, a fictitious text or a report which has been written based on the primary text. (ibid.)
One respondent replied that sometimes the pupils have assignments in which they write a report in English based on the primarily text. In this case the primarily text is a book in English. The pupils have chosen the book themselves, but it is compulsory to read according to the English teacher. In this sense, the pupils produce a new text based on the primarily text and develop their writing skills.
…Joskus mulla on myös pakollisia kirjoja, niinku pakko lukea joku
englanninkielinen omavalintainen kirja ja tehdä siitä niinku raportti… (R2)
…Sometimes I also have compulsory books, so [the pupils] must read a book in English, which they have chosen, and [write] a report about it…
(R2)
Secondly, reading comprehensions skills can be developed by producing language activities (Babaee and Yahya 2014, 82). Importantly, literary texts offer a platform for pupil-based discussion in which for example the content of the previously read literary work can be discussed by asking questions of the pupils. In this sense, the pupils gain a comprehensible understanding of the literary text in terms of content. (ibid.)
Therefore, the pupils’ reading comprehension skills can be developed by reading and discussing about the literary texts. As one respondent emphasised, sometimes she just asks questions about the content of a text the pupils have read in order to understand that they have comprehended what they have read.
…Joskus se voi olla ihan vaan että on jotain erilaisia kysymyksiä siitä tekstistä niinkun että katsotaan sitä sitten sisältöö tarkemmin… (R4)
…Sometimes it can just be that there are some different questions about the text [for the pupils] so that we familiarize ourselves with the content [of the text] more deeply… (R4)
Thirdly, language activities based on literary texts foster discussion which
contributes to the development of speaking and listening skills (Babaee and Yahya 2014, 82). In other words, literary texts can be used as prompts for oral work (Collie and Slater 1987, 7). In the respondents’ answers, nearly all the respondents prompted language activities which involved discussion. The respondents replied that the pupils read English literature, mostly non-fiction in the traditional or digital form, and then they search for information about some theme, such as a country. Afterwards, the pupils write a presentation and perform it orally to their fellow pupils. Hence, the pupils developed their speaking and listening skills by performing language activities based on literary texts. Consequently, when pupils engage in communicational
discussions about English literature, they practice meaningful interactions (Mart 2016, 77-78):
…Oppilaat valitsevat jostain englanninkielisestä maasta tietyn kohteen, josta haluavat etsiä tietoa netissä tai kirjoista. He tekevät siitä
PowerPoint esityksen, jonka esittävät suullisesti muille… (R5)
…The pupils choose a place from an English speaking country, on which they want to find information about using the Internet or from books.
They make a small PowerPoint-presentation which they perform orally to others… (R5)
…Toisena aiheena meillä on esimerkiksi sitte voi olla, että tulee myöhemmin tässä niinku maita, eli kuudennella on nää Oseania, Australia, Uusi-Seelanti ja he tekevät niinku näitä maita tutkivat ja etsivät tekstejä ja tottakai me käytetään kuvaa siinä, YouTubea ja näitäkin mukana. Jos me tehään englanniksi, etsitään englannin kiellellä ja kaikki esitelmät on englannin kielellä ja esityksetkin, kaikki tapahtuu englannin kielellä, että nykyään noi kuudesluokkalaiset on niin taitavia, että pystyy tekemään ihan alakoulussa englannin kielellä… (R2)
…Another topic which will probably come later on concerns countries, so in the sixth grade they [read about] Oceania, Australia, New Zealand and [the pupils] do [tasks based on] these countries, they examine and search for texts [about the countries] and of course [the pupils] use pictures, [also] YouTube and these [other multimodal platforms] [are used in the presentations]. If we do something in English, we find information in English and all the presentations are in English, everything happens in English, nowadays the sixth graders are so talented that they can function in English in the primary school… (R2)
In addition, dramatization and group activities can improve the pupils’
listening and speaking skills (Babaee and Yahya 2014, 82). According to Masoumi-Moghaddam (2018, 63), drama is a strategy that can develop and improve the pupils’
speaking skills since drama is a way of expressing oneself. Drama also gives the pupils the opportunity to learn and express themselves through language by speaking. Hence, drama develops the pupils’ verbal communication skills and at its best, can motivate the pupils to learn language through action, excitement, and communication. (ibid.)
According to Ikonen, Innanen and Tikkanen (2015, 11), literary texts are a valuable source for learning by doing, which can be motivational for the pupils.
Learning by doing means that the pupils are active participants who read a text, interpret the text, and perform it to others through dramatization or theatre. (ibid.) Discussing the text through the point of view of drama promotes the pupils’
communicational skills and therefore, makes it a suitable language activity (Ahvenjärvi and Kristinä 2013).
One respondent replied that they had conducted a play based on the fictional Harry Potter novels. Furthermore, the respondent said that she had searched for scripts online in Finnish and translated them into English. Then the pupils acted out the scripts according to the given roles. Overall, she recounted that the play was possible since it was written within the pupils’ language proficiency and it was
successful. Therefore, using drama was a positive language activity based on literature which fostered the pupils’ speaking and listening skills.
…Meillä esim. Harry Potterista pidettiin sitte näytelmä, mä niinko netistä otin niitä skriptejä mikä nyt on suomeksi, näistä sitte kirjotustyön tein, näyttelivät niitä niin olivat siis täysillä mukana siinä että kielellisesti sujui ja sitten myöskin ihan niinkun sillein että näyteltiin sitte sitä roolia myöskin että meni tosi mukavasti…(R4)
…We did for example a play based on Harry Potter, I searched for the scripts online in Finnish and then I [translated] them [into English], [the pupils] acted out [according to the scripts], they were one hundred percent into it and linguistically it was successful and also they acted in the role [engagingly] so it went really nicely…(R4)
To conclude this section, different language activities linked to literary texts were considered to foster English language learning. Language activities based on
literary texts included writing reports, reading texts and discussing them, writing presentations and performing them orally to others, as well as conducting a play based on literature. These language activities were chiefly seen to develop the pupils’ writing, reading, and speaking skills. Therefore, conducting language activities based on literary texts was considered beneficial for the pupils’ language development.
Overall, this last chapter highlighted the pupils’ individual interests and needs which were seen to guide the respondents’ choices of literary texts. Above all, the pupils’ language proficiency was the key element which defined what kinds of literary texts the respondents began searching for their pupils. From this viewpoint, choosing suitable literary texts within the pupils’ language ability was a method of differentiating content. Equally important, the interests and age-level of the pupils were considered in addition to their language abilities when selecting appropriate material. Based on the respondents’ answers, when the material was chosen according to the aforementioned needs and interests of the pupils, the pupils were most likely to experience motivation towards English language learning, English literature and overall reading.
5 CONCLUSIONS
To conclude, the purpose of the present research was to indicate how English teachers use English literature in their teaching of the sixth-grade pupils in Finland. This thesis was interested in discovering the understandings the English language teachers had about literature. Also, the literary texts the English teachers provided for their pupils as well as the activities linked to the literary texts were studied. Above all, the aim of the present research was to examine on what basis the English teachers select English literature and discover the benefits of using English literature in teaching English as a foreign language. Overall, this thesis delved into the reality of the English language classroom from the English language teachers’ perspective and studied the use of English literature which can be concluded as follows.
One of the most important findings of the present research was that the English language teachers’ conceptions of literature were not cohesive since literature was perceived as a multidimensional entity which was complex to define due to the digitalization of the modern society. Significantly, the respondents’ answers were recognized to be guided by the reality in the English language classrooms. Conversely, the respondents’ positive attitudes towards using English literature also guided their choices and use of literary texts within the classrooms. As a final point, based on the theoretical findings and the respondents’ answers, literary texts were understood as creative writings which are a beneficial resource in English language teaching.
The present research also discovered that the respondents selected fictional and non-fictional literary texts for their pupils mostly within the genres of short stories, novels, dictionaries, record books and plain language books. Additionally, the pupils used online encyclopaedias which the respondents defined as consisting of non-fictional texts. On this basis, the versatile possibilities of using literary texts in primary school English language teaching and learning were highlighted. Then again, nearly all the respondents used English textbooks in their teaching which underlined the role of the English language textbooks as typical instructional material in the Finnish English language classroom in accordance with previous research.
Another key outcome of the thesis concluded that literary texts were chosen for the purposes of developing the pupils’ linguistic, social, personal, and emotional skills. In addition, developing cultural understanding and knowledge of
other cultures was considered important. Above all, literary texts were not only considered beneficial for English language learning but also for the pupils’ upbringing.
Yet, the content of the literary texts and the pupils’ interests defined largely what kind of skills were enhanced.
Furthermore, besides reading stand-alone literary texts, literary texts were also linked to classroom activities, such as drama and presentations. Based on the respondents’ answers, the activities were used to strengthen the pupils reading, writing, listening, and speaking skills in English language, which adhered to the
development of the pupils’ language proficiency. Therefore, various language activities linked to literary texts were considered beneficial in line with textbooks and exercise books.
The most important finding of the present research was that selecting literary texts within the pupils’ language proficiency, interests and need were the key factors which influenced the English language teachers’ choices of literary texts. The respondents considered the use of literary texts in English language teaching
meaningful, if the literary texts were chosen within the language ability, needs and interests of the pupils.
From the previous viewpoint it was also discussed that the English
language teachers differentiated instruction according to the pupils’ language abilities.
The findings of the present thesis indicated that literary texts were used in the
differentiation process either to differentiate according to the low or high ability pupils which was experienced as supporting each pupil and their individual learning.
Not only discussing the positive aspects and learning outcomes of using English literature, this thesis also explored the issues and problems which arise from the respondents’ answers considering the challenges of using literary texts. Firstly, choosing English literature according to each pupils’ language ability, interest and age-level was experienced as challenging according to the English language teachers.
Especially in the case of lower language ability pupils, literary texts were considered more bound to the pupils’ language level which created difficulties in finding suitable material. However, in difficult situations, the respondents considered working with other teachers beneficial. Additionally, choosing literary within the interest and age-level of the pupils was challenging and therefore the respondents highlighted the
importance of knowing their pupils. It was considered disadvantageous for the pupils’
language and self-development to read uninteresting literary texts since they could not fully engage with the texts. Drawing from the previous statement, the pupils were motivated to read English literature and to learn English, if they found the literary texts interesting and fascinating. Consequently, the pupils were also encouraged to choose literary text themselves which enhanced their skills in taking responsibility for their own learning. Additionally, teachers, family, and friends were also experienced to have a notable role in motivating the pupils to read literary texts. All things considered conclusion, using English literature in the English lessons was experienced as
meaningful, beneficial, and valuable for the pupils’ English language development and for their upbringing.
Since the respondents highlighted the role of online texts and how these texts were used in various activities with the pupils, it could be beneficial to study these elements in further research. Further research based on the present study could also consider the potential of using literary texts in all primary school grades.
Therefore, examining the use of English literature in all primary school grades would offer a wider and more precise point of view of the pedagogic reality in the primary school English classrooms.
In line with this suggestion of a broader examination of primary school teaching, since beginning from January 2020 learning English as a foreign language is possible already in the first grade instead of the third grade, the present research results concerning the sixth grade could differ largely within the next six years.
Therefore, the potentialities of using English literature in the primary school English lessons can be considered as a more meaningful and current topic than ever.
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