In Finland, there is previous research concerning the use of English literature in foreign language teaching and learning (Harjanne et al. 2015; Luukka et al. 2008; Kuivalainen 2015). However, the emphasis has been mostly on the secondary and lower secondary school point of view (Luukka et al. 2004, Kuivalainen 2015) and on all school levels (Harjanne et al. 2015). Moreover, the focus has been on all foreign languages rather than English exclusively (Luukka et al. 2008, Harjanne et al. 2015). Nonetheless, the research indicates that English literature is used at various school levels in Finland.
Correspondingly, the research highlights the need for further inquiry concerning the use of English literature at the primary school level.
This thesis is interested in the use of English literature at the primary school level, so therefore Harjanne, Reunamo and Tella’s (2015) research is the most beneficial. In their research, Harjanne et al. (2015, 913) study the approaches to
foreign language teaching and learning in the Finnish foreign language classrooms. One of their research purposes is to recognize the main types of teaching and studying activities which construct the reality in the classroom according to the foreign
language teachers (ibid. 913, 918). The research participants in their study consisted of 419 foreign language teachers who taught at various school levels, such as primary schools and lower secondary schools (ibid., 917).
The main finding, which is the most valuable information for this thesis, concludes that foreign language textbooks are used extensively in the foreign language classroom in contrast with the limited use of authentic material (Harjanne et al. 2015, 921). Nevertheless, the results indicate that authentic material is used in foreign language teaching study activities according to the foreign language teachers.
However, it cannot be distinguished whether the finding concerns the primary school level. In addition, the research neglects to explain what is considered as authentic material.
The research findings of Harjanne et al. (2015) contribute to the research made by Luukka, Pöyhönen, Huhta, Taalas, Tarnanen and Keränen (2008). In their research, Luukka et al. (2008) study the use of text practices at the lower secondary school level. Their research group consists of ninth grade pupils, foreign language teachers and Finnish language and literature teachers. One of the purposes of their research was to examine what kinds of learning material and texts were used in the everyday classroom according to the foreign language teachers. (ibid., 15) Out of the 324 foreign language teachers, a total of 98% answered to use textbooks in foreign language teaching often (ibid., 35, 95). In addition, 95% of the foreign language teachers said to use an additional tutorial book for the textbook. (ibid., 94) Hence, the textbook and the tutorial book were considered the most important foreign learning material (ibid., 95). These findings highlight the dominant position of textbooks and tutorial books as learning materials in foreign language teaching in lower secondary schools. In addition, these results supplement the research findings of Harjanne et al.
(2015) on textbook usage in foreign language teaching.
Furthermore, besides the textbook, the respondents were asked about how often they use fiction and non-fiction texts in their foreign language teaching. Out of the respondents, 28 % replied that they never use fiction in their foreign language teaching, 53% answered that they use fiction rarely, 16% answered that they use fiction sometimes and 3% often. In addition, 29 % of the respondents replied that they never use non-fiction, 49% replied that they used non-fiction rarely, 21% replied that they use non-fiction sometimes and 1% replied that they use non-fiction texts often.
(Luukka et al. 2008, 95) On the contrary, out of 417 Finnish language and literature teachers 88% replied to use fiction often and 12% replied that they use fiction
sometimes. Moreover, out of non-fiction, 1% replied that they never use non-fiction, 20% replied that they use non-fiction rarely, 59% replied that they use non-fiction sometimes and 20% replied that they use non-fiction often (ibid., 91). These findings indicate that the use of fiction and non-fiction in Finnish language and literature is quite extensive in comparison with the use of fiction and non-fiction in foreign
language teaching. However, the findings also suggest that there is a lot of room to use literary texts in the primary school environment.
Even though literature is used as an additional material in teaching there are also indications that literature is incorporated into the textbook. In her article Kuivalainen (2015) explores the history of English literature in the Finnish upper
secondary school contexts. Her main findings conclude that English literature was used from the end of the 19th century to the 21st century with varying purposes. Moreover, her findings indicate that English language literature was incorporated into textbooks, for example in the form of fairy tales and short stories. Furthermore, English literature, such as prose or poetry, have been used as additional reading material in upper
secondary schools. (ibid., 492-493) Today, many upper secondary school English textbooks still contain English literature (ibid., 508). However, it is not clear whether the literature is from textbooks or taken from elsewhere. Therefore, this calls for further research.
To conclude this chapter, the FNCCBE 2014 was acknowledged to give profound and justified opportunities for using English literature in the primary school contexts concerning the sixth grade. The English language teachers’ role within the FNCCBE 2014 and the teaching, studying and learning framework highlighted that selecting literary texts was largely influenced by the individuality of the pupils and that the English teachers had an important role within the framework for providing literary texts for their pupils. However, selecting literary texts was experienced as
time-consuming and difficult which also gave opportunities to study the previous use of literary texts in the Finnish society. Even though English literature had previously been used in the English language classrooms, its role had changed within the learning goals of each method which also adhered to the current conception of English language learning of communicative competence. Yet previous research demonstrated that literary texts have been used in the Finnish language classrooms in relation to all
school levels even though literary texts had mostly considered the upper secondary and lower secondary levels. These results highlighted the need to examine the primary school point of view more thoroughly which contributed to the aims of the present research.
4 CHOOSING ENGLISH LITERATURE BASED ON THE INDIVIDUALITY OF THE PUPILS
The previous chapters discussed the role of English literature in English language learning and teaching in the Finnish primary school contexts. The role of the English language teacher was examined through the concepts of disposition and pedagogic knowledge, which influenced and underlined the respondents’ personal choices and the use of literary texts. In this chapter, the purposes which guide the respondents’
choices of English literature for their pupils are examined.
Based on the respondents’ answers, it was agreed that English literature should be selected according to the pupils’ individual preferences and needs.
Therefore, the process of selecting literary texts was highlighted since appropriately chosen literary texts were seen to benefit and motivate the pupils’ learning. Above all, as Das (2014, 10) argues, the success of how well the pupils will learn a language depends on the choices of learning material. Significantly, the English teachers need to pay careful attention to their choices of literary texts for their pupils.
What is more, the respondents acknowledged that their English language classroom is heterogeneous and therefore, consists of pupils with individual
differences. Furthermore, each pupil’s individual differences influence their foreign language learning (Şanal 2017, 221) as stated in the previous chapter. Additionally, the pupils’ language proficiency, motivation, attitude, sociality, openness, age, cognitive styles, and cultural experiences affect their foreign language learning (Nissilä et al.
2006, 53). Therefore, when teachers choose literary texts, they need to consider these matters through the needs, interests, and the language level of the pupil (Khdir and Hasan 2016, 654).
The primary themes which were brought up by the respondents considered selecting literary texts according to the pupils’ language proficiency, interest, age-level and motivation. In connection to language proficiency, the act of differentiation according to the pupils’ language ability was considered as an
important starting point for using English literature in the classroom. In the following, these themes are discussed in terms of language proficiency and differentiated instruction according to the pupils’ ability as well as motivation.