English literature as a resource for teaching English as a foreign language: The reflections of English language teachers working with sixth graders

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Anna-Sofia Saarikoski

ENGLISH LITERATURE AS A RESOURCE FOR TEACHING ENGLISH

AS A FOREIGN LANGUAGE:

The reflections of English language teachers working with sixth graders

Faculty of Information Technology and Communication Sciences Master’s thesis April 2020

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ABSTRACT

Anna-Sofia Saarikoski: English literature as a resource for teaching English as a foreign language: The reflections of English language teachers working with sixth graders Master’s thesis

Tampere University

Master’s Programme in English Language and Literature April 2020

The purpose of the present research was to examine English teachers’ experiences of selecting English literature for their English as a foreign language classes for the sixth- grade pupils in Finland. Moreover, the purpose of the research was to discover the views the English language teachers held about literature and what kind of English literature they chose for their pupils in their lessons. In addition, the research examined the purposes and reasons which guided and influenced the English language teachers’

selection of English literature. Furthermore, the research was carried out to ascertain what kind of activities were used based on English literature featured in their teaching.

The theoretical framework in the present research was built around foreign language teaching and learning in Finland. In the present research the methodology employed was qualitative, and the gathered data was collected with a semi-structured interview method. The data was gathered in winter 2018 by interviewing five English teachers who taught English in the Finnish primary schools for 12-13-year-old children in the Pirkanmaa area.

The main research findings conclude that the English teachers viewed literature as a complex entity which was not easily defined due to the digitalisation of the modern society. Moreover, the present research indicated that the teachers viewed English literature as a useful resource in teaching which was selected based on the pupils’ individual needs, interests and motivation towards English and reading English literature. These were considered as the basis for selecting literary texts. In addition, differentiation according to each pupil’s ability was the starting point in supporting the pupils’ individual language development. According to the research results, the main reasons for choosing English literature considered the development of the pupils’

language proficiency. Furthermore, the English teachers chose English literature for the purposes of developing the pupils’ linguistic, social, and emotional skills. In addition to the teachers, family and friends also had an important role in motivating the pupils to read English literature. What is more, the research findings indicated that besides the English language textbook, the English language teachers chose both fictional and non- fictional English language texts covering various literary genres. According to the research findings, activities, such as drama and presentations were linked to the English literature. These activities were used to develop the pupil’s language abilities.

Keywords: English literature, foreign language, foreign language teaching, primary school, instructional material

The originality of this thesis has been checked using the Turnitin OriginalityCheck service.

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TIIVISTELMÄ

Anna-Sofia Saarikoski: English literature as a resource for teaching English as a foreign language: The reflections of English language teachers working with sixth graders Pro gradu

Tampereen yliopisto

Englannin kielen ja kirjallisuuden tutkinto-ohjelma Huhtikuu 2020

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Tämän tutkimuksen tarkoituksena oli selvittää englannin kielen opettajien näkemyksiä englanninkielisen kirjallisuuden valitsemisesta englannin kieltä vieraana kielenä opiskeleville kuudennen luokan oppilaille. Tutkimuksessa selvitettiin, millaisia käsityksiä englannin kielen opettajilla oli kirjallisuudesta, ja millaista kirjallisuutta he valitsivat omaan opetukseen. Tutkimuksessa tarkasteltiin englannin kielen opettajien pyrkimyksiä ja tarkoituksia, jotka ohjasivat heidän valintaansa koskien englanninkielistä kirjallisuutta.

Lisäksi tutkimuksessa selvitettiin, millaisia tehtäviä englannin kielen opettajat käyttivät opetuksessaan englanninkielisen kirjallisuuden pohjalta. Tämän tutkimuksen teoreettinen viitekehys rakennettiin vieraiden kielten opetuksen ja oppimisen ympärille Suomen näkökulmasta. Tässä tutkimuksessa käytettiin laadullista tutkimusmenetelmää.

Tutkimuksen aineisto kerättiin puolistrukturoidun haastattelumenetelmän avulla.

Aineisto kerättiin talvella 2018 haastattelemalla viittä englannin kielen opettajaa, jotka opettivat englantia suomalaisissa peruskouluissa 12–13-vuotiaille lapsille Pirkanmaalla.

Tutkimuksen tulokset osoittivat, että opettajat pitivät kirjallisuutta monimutkaisena kokonaisuutena, jota ei ollut helppo määritellä modernin yhteiskunnan digitalisoitumisen vuoksi. Opettajat pitivät englanninkielisen kirjallisuuden käyttöä kieltenopetuksessa hyödyllisenä resurssina, jonka lähtökohtana korostui yksilölähtöisyys ja eriyttäminen. Tärkeinä tekijöinä opettajien kirjallisuuden valinnoissa olivat oppilaan kielitaito, ikätaso sekä kiinnostuneisuus lukemiseen ja englannin kieleen.

Tutkimuksen tulosten mukaan opettajat valitsivat englanninkielistä kirjallisuutta erityisesti kehittämään oppilaiden kielitaitoa. Lisäksi heidän valintojaan ohjasivat oppilaiden kulttuuristen, kielellisten sosiaalisten ja emotionaalisten taitojen kehittäminen. Tutkimuksessa tuli esiin, että perheellä ja ystävillä sekä opettajilla itsellään katsottiin olevan tärkeä rooli oppilaan motivoitumisessa lukemaan englanninkielistä kirjallisuutta. Tutkimustulokset ilmensivät, että englanninkielisten oppikirjojen lisäksi opettajat valitsivat opetukseen sekä tietopohjaisia että kaunokirjallisia englanninkielisiä tekstejä, jotka pitivät sisällään erilaisia kirjallisuuden lajeja. Tehtäviä, jotka liittyivät englanninkieliseen kirjallisuuteen, olivat muun muassa erilaiset esitykset draaman keinoin. Tehtävien todettiin vahvistavan oppilaan kielitaitoa.

Asiasanat: englanninkielinen kirjallisuus, vieraan kielen opettaja, vieraan kielen opettaminen, alakoulu, oppimateriaali

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INTRODUCTION

For decades there has been discussion from different perspectives regarding the use of literary texts in foreign language learning and teaching and literature has been

emphasised as valuable instruction material in foreign language teaching since its use has positively influenced foreign language learning. Significantly, literary texts have been acknowledged to enhance the foreign language learner’s linguistic, cultural, social, and emotional development. Consisting of various real-life language-use

situations, literary texts can offer salient opportunities for language enrichment as well as creative and inspiring language engagement (Duff and Maley 1990, 6). Likewise, literary texts can provide foreign language learners opportunities for meaningful interpretations, deriving experiences, and genuine encounters, which can nurture motivated language learning (ibid.). Thus, literary texts can be an authentic source of language input, which can enhance the pupils’ language learning, personal and social development, and provide opportunities for motivated language use.

Despite the possible positive outcomes of using English literature in foreign language learning, English language textbooks have had a permanent status as the medium of instruction over the past decades in the Finnish society. That is to say that in the foreign language classroom English language textbooks have mainly been used as the primary source of language instruction. However, the contents of English language textbooks have not, at least to a great extent, given opportunities for pupil to discuss their own experiences, engage creatively with language or examine texts critically (Kauppinen, Saario, Huhta, Keränen, Luukka, Pöyhönen, Taalas and Tarnanen 2008, 226-227). Therefore, textbooks have been merely recognized as scratching the surface of language usage, which has given profound opportunities for using authentic English literature in motivating pupils to learn English.

Despite the previous statements, English literature has not been used extensively in English language teaching in the Finnish educational contexts. That said, literary texts have been considered challenging for primary school children which has led to literary texts mostly being read in the secondary and upper secondary school contexts. Nevertheless, in the current national regulation, the Finnish National Core Curriculum for Basic Education 2014 (=FNCCBE 2014), opportunities for using English literature in the primary school English lessons are acknowledged.

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All things considered, the aim of the present research is to examine the use of English literature in English as a foreign language from the Finnish primary school point of view. In particular, the present research considers the choices and purposes of English teachers who select literary texts in their teaching for the sixth- grade pupils, who are 12-13 years old. Additionally, the present research examines the conceptions English teachers have about literature and what kind of activities the English teachers link to the English literature used in their lessons. Overall, the present research is interested in the pedagogic reality in the classroom which is shaped by the FNCCBE 2014 and the teachers’ mindset.

In this thesis, foreign language learning and literary texts are observed from the English language point of view. Furthermore, foreign learning and teaching is described as teaching and learning a non-native language, more specifically English, that is not taught in the environment where it is usually spoken in (Moeller and Catalano 2015, 327).

The theoretical framework in the present research considers foreign language teaching and learning in Finland. Moreover, the present research aims to provide a practical and realistic perspective on how English literature is used as a resource in the primary school English language teaching. In this thesis, the theory and research results are discussed together throughout the research to create a profound and clear discussion of the results.

The structure of the present thesis is as follows. In the first part of the thesis, the understandings of literature are discussed according to the English teachers.

Additionally, the purposes for using literature in English language teaching are

explored. In the second part of the thesis, the theoretical framework for using English literature in the Finnish primary schools is introduced, and the role of the English language teacher is discussed. Moreover, the principles underlying the English

teacher`s own choices of English literature are examined. In the last part of the thesis, discussion of the reasons that influence and guide the English language teachers’

choices of English literature for their pupils is examined. Furthermore, the pedagogic reality in the English language classrooms are analysed through the activities the English teachers use in their teaching based on English literature.

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1 RESEARCH DESIGN

As previous studies have indicated (see chapter 4.5), literature has mostly been read in the Finnish upper secondary and secondary schools. Therefore, the present research contributes to the primary school point of view by gathering data from the sixth grade.

Moreover, the primary school point of view was chosen for the present research since literary texts can provide authentic, motivating, and meaningful contexts for children to learn English since children are naturally attracted to stories (Ghosn 2002, 173).

Furthermore, using literature in language teaching contributes to the child’s language learning. Since the language in literary texts is natural, it gives the children

opportunities to acquire vocabulary and to take part in authentic reading and writing tasks (ibid., 174). In addition, literature can contribute to the child’s emotional development and promote positive intercultural and interpersonal attitudes by

“fostering empathy, tolerance, and awareness of global problems” (ibid., 173).

Therefore, using English literature in the sixth grade makes literature a valuable resource.

In the present research, the point of interest was providing literary texts for the sixth-grade children who were 12-13 years old. That is to say that the pupils were in the stage of puberty which begins between the age of 11-17 and is

characterized by the onset of family resumption (Duodecim Terveyskirjasto).

Moreover, the present research was interested in discovering what kinds of literary texts the English language teachers offered for their pupils since the pupils were presumed to have different interests in literary content due to the different stages of reaching puberty. Therefore, choosing suitable content according to the interests of the sixth-grade pupils was considered multifaceted, and created an interesting framework for choosing English literature.

1.1 Research questions

The present research addresses the following objectives:

1. What kind of understandings do English teachers have about literature?

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2. On what basis do teachers select English literature for their English lessons?

2.1 What kinds of purposes is English literature used for?

2.2 What kinds of reasons guide and influence their choices?

3. How do teachers use English literature during their English lessons?

The first research question addresses the reality that literature is and has been a complex matter to comprehend, especially over the past decades. The digitalisation of the modern world has created new opportunities to discover the changing nature of texts and therefore, the understanding of literature. Hence, the purpose of the first question is to analyse how the respondents comprehend literary texts in their English language teaching and what kinds of literary texts they offer for their students.

Furthermore, as previous studies have demonstrated (see chapter 4.5) the textbook has been considered as the primary instructional material in English language learning in Finland. However, in the educational contexts today, various other texts have been highlighted as a source of language learning. Therefore, the purpose of the present research is to examine what kinds of literary texts besides the textbook the English teachers use in their teaching. As outlined in the FNCCBE 2014 concerning English language teaching in the sixth grade, “the pupils learn vocabulary and structures in connection with many text genres, including short stories, plays, interviews and lyrics” (Finnish National Board of Education, 2016). Significantly, in order to acquaint pupils with various text genres outlined in the FNCCBE 2014, English teachers have a justifiable reason to use English literature in their teaching in the primary school contexts.

The second questions in the present research examine on what basis the English teachers select English literature. With this in mind, the present research aims to explore the reasons why the English language teachers regard English literature beneficial for their pupils. Likewise, the purposes which guide and influence the English language teachers’ selection of English literature are studied. Since the FNCCBE 2014 functions as a guideline for English and it sets out the various goals, guidelines and other fundamental principles, these need to be taken into consideration when

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teaching English (Finnish National Board of Education 2016). Furthermore, in the FNCCBE 2014 instructional objectives for English, pupils are encouraged to interpret spoken and written texts which are appropriate for their age and which they find interesting (Finnish National Board of Education 2016). Similarly, pupils are also offered more demanding language-use situations in which they produce and interpret texts (ibid.) Therefore, the selection of English literature should be considered within the context of the FNCCBE 2014 framework.

The third research question examines the pedagogic reality in the English language classroom. Hence, the activities linked to the English literature used in class are discussed. However, even though the FNCCBE 2014 functions as a guideline for the English teachers, there are no clear instructions on how to implement the guidelines into teaching practice. In the FNCCBE 2014 concerning the pupils’ text production skills in foreign languages, it is stated that the goal is “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). Yet, there are not clear instructions on how to provide these kinds of opportunities for the pupils in practise, which leads to the formation of the third question considering how literary texts are used in the English language lessons.

1.2 Conducting research and respondents

Since the present research was interested in the English language classroom reality and the practices in the English language classroom, English language teachers were naturally considered as the respondents for the present research. Above all, the respondents were considered to provide meaningful, realistic and authentic views on the use of English literature in the English language classroom. The research

participants who were invited to participate in the questionnaires for the present research were foreign language teachers who taught English for 12-13-year-old children in the Finnish primary schools. In Finland, a teacher is defined as a person whose task is to teach (Finnish National Board of Education and Culture 2018, 56).

Moreover, a subject teacher is a teacher who has accomplished a degree in university and can teach one or more subjects in school (ibid., 57). Based on the background

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information of the respondents, the respondents were English subject teachers. In addition, the respondents were women with varying teaching experience from 6 months to 32 years.

Before the present research was conducted, a research permission was requested from a municipality in the Pirkanmaa area in fall 2017. After permission was granted, several foreign language teachers working in the primary schools in the Pirkanmaa area were approached with an e-mail (see Appendix A-D). The e-mail consisted of a covering letter and a research questionnaire. The questionnaire was drafted in the present research since it was considered to assist the interview process and give opportunities for the respondents to express their opinions more broadly.

Moreover, the purpose of the e-mail and questionnaire was to give the foreign language teachers the opportunity to familiarize themselves beforehand with the present research. Since the topic of the present study was considered multifaceted, the information about the research was meant to clarify the purpose of the research in advance, therefore hoping to lead to several participants. It was also seen as beneficial for the research since it narrowed down those teachers who did not teach English for the sixth grade and those teachers, who did not use English literature as a resource in their teaching. Eventually these turned out to be the main reasons why some English language teachers did not take part in the research.

The respondents were asked to respond to the e-mail in two weeks’ time, if they agreed to take part in the research. Out of 61 foreign language teachers five foreign language teachers who taught English in the sixth grade agreed to take part in the present research. In the present research, the respondent’s discussions and point of views constructed the content of the research.

The interviews were negotiated and conducted in winter 2018. Four of the respondents were interviewed by telephone and one by e-mail. All the

respondents were interviewed in Finnish because it was the mother tongue of the respondents. Interviewing in Finnish was presumed to give more detailed answers since the language was more familiar to the respondents, and therefore could allow the respondents to express their ideas freely.

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1.3 Methodology and data collection

As stated earlier, the present research was interested in the English teachers’ own experiences and personal views. Therefore, the chosen methodology in the present research was qualitative. Moreover, the qualitative approach was chosen since it examines people’s beliefs and experiences (Brink 1993). Overall, the approach is based on the gathered information and knowledge about a phenomenon which is based on the subjective point of views of the individuals (Jyväskylän yliopiston Koppa). In this sense, the information is by nature empirical and it relates to the phenomenological research strategy (ibid.). Notably, the qualitative methodology was suitable for the present research since it studies real life contexts in which the data is gathered in natural communicational situations (Hirsijärvi, Remes and Sajavaara 2007, 157).

In the qualitative approach, data is usually collected through interviews, surveys, and observations (Tuomi and Sarajärvi 2013, 71). Since the aim of this thesis was to gather data on the English teachers’ own experiences, the interview process was chosen as the most suitable data collection method. The interview process is usually characterized as a conversation between two people (Hirsijärvi and Hurme (2011, 34). Above all, the interview process gave the respondents a possibility to bring about their own subjective point of views freely (ibid., 35-36). Likewise, as a method the interview process was considered more flexible and it was presumed to give more meaningful answers than a survey, which is one of the other key data collecting methods in a quantitative approach. (ibid.)

The data for the present research was gathered by using a semi-

structured interview. In a semi-structured interview, the form of the questions is the same for all respondents, but the order of the questions can vary. In this sense the interviews are not fixed (Hirsijärvi ans Hurme 2011, 47). According to Ryan, Coughlan and Cronin (2009), the semi-structured interview is a flexible approach to the process of interviewing. Hence, there is room to examine spontaneous issues which might be brought up by the respondents (ibid.) With this in mind, the respondents had room for questions and to discuss matters which arose from the interviews.

In the interview process the respondents were given an option to choose between face-to-face interviews or phone interviews. However, it was assumed that due to the busy teaching schedules the respondents did not have time to meet face-to-

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face, therefore in the covering letters phone interviews were first suggested. It was also assumed that it would attract more respondents. After e-mails had been sent, four of the respondents chose to be interviewed by the phone instead of face-to-face conversations. In a semi-structured phone interview process is beneficial since it allows interviewing busy respondents and those that live at a distance (Hirsijärvi and Hurme 2011, 64). With the respondents’ permission, the interviews were recorded.

In addition to the phone interviews, one respondent requested to be interviewed by e-mail. According to Meho (2006) the e-mail interview is a practical alternative for face-to-face and telephone interviews (ibid.). In the e-mail interview, the respondent first received the research questionnaire by e-mail. Then the

respondent answered the research questionnaire in writing and sent it back to the researcher by e-mail. Then two further e-mails were sent in order to ask more questions and to gain more knowledge of the given answers. According to Meho (ibid.), a distinct feature in e-mail interviewing is that various e-mails are sent. Above all, the e-mail interview allows the respondents to take more time to answer the questions in a familiar environment where they can answer the questions whenever they feel comfortable. This can create the possibility for the respondents to feel more relaxed in expressing themselves (ibid.) Overall e-mail interviewing can be considered less threatening and a more sensitive approach to interviewing than face-to-face interviews (Ryan at al., 2009).

1.4 Data analysis

After conducting the interviews, the gathered data was analysed with a content analysis method, which is one of the basic methods used in qualitative research to analyse data (Tuomi and Sarajärvi 2013, 91). Moreover, the data was analysed based on the gathered data itself, not on previous knowledge, or on observations of the studied phenomena (ibid., 95). Furthermore, the units that were analysed in the present research were chosen according to the purpose of the research. Hence, the present research was constructed based on the gathered data which came together as a theoretical whole. In the present research all the gathered data from the recorded interviews was coded down from word to word (Tuomi and Saarijärvi 2013, 92) Afterwards, the information within the coded data was reduced by condensing. In

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other words, all the unnecessary information which did not contribute to the present research was left out (ibid., 109). In the present research this was done by gathering all important information relating to the research questions, underlining them, and placing them under certain similar groups (ibid., 109). Furthermore, the coded

utterances were grouped based on their similarities and differences which served the purpose of the thesis. Moreover, the similar and different utterances were placed under a certain subcategory. (ibid., 110-111) For instance, all the utterances referring to language skills were placed under a subcategory of language and the differences within the categories were distinguished, such as high and low language abilities.

In the present research, the goal was to discover similar results which supported the respondents’ views. Additionally, the goal was to highlight the

differences since the purpose of the research was to find versatile examples in order to gain a whole understanding of the use of English literature in the classroom.

Furthermore, after the utterances had been placed under a subcategory, the

theoretical themes were established. Hence, all the subcategories were places under themes that supported the purpose of the research (ibid., 111). Therefore, the

gathered data was reduced once more to produce meaningful theoretical conclusions (ibid.).

In the present research all the meaningful original codes of utterances, in this case extracts, were written down into the existing research design. All the extracts presented in the present research were translated from Finnish to English. However, all repeated utterances were left out in order to clarify the research (Hirsijärvi and Hurme 2011, 137). Likewise, it was also seen as beneficial for the translation process since the repeated words made it more difficult to translate the texts accordingly.

Additionally, some unnecessary phrases such as “tota” (=well) were left out from the English translations in order to clarify the English versions. In addition, words were added in the English translations to clarify the respondents’ answers. Nonetheless, the meanings remained the same according to the original extracts. Moreover, each of the respondents’ answers were coded with “R1-R5”. The letter “R” stood for “respondent”

and the number indicated the respondent in question.

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1.5 Credibility and validity of research

In the present research credibility was considered throughout the whole research process. According to Tuomi and Sarajärvi (2013, 141), credibility refers to the ethically high standards and the evaluation of the trustworthiness of the research. Moreover, ethically high standards relate to the scientific ethics of the researcher regarding the respondent’s identities (ibid., 132). Hence, there are certain ethical principles the research needs to consider when conducting the research and analysing its results in order to achieve scientifically approved research ethics. (ibid.)

In the present research the data was gathered, analysed and presented honestly, carefully and precisely without any falsifications. Moreover, the research was planned, completed and described with great care, openness and detail which adhered to good scientific ethics. (ibid.) Therefore, the present research was conducted and analysed according to the good scientific ethics which increased the creditability of the research.

In addition, the present research considered the anonymity of the respondents. In the present research, the anonymity of the respondents was respected by minimising the information which could give certain indications of the respondents. In addition, the gathered data was disposed in a decent manner in order to secure the anonymity of the respondents (ibid.133). Therefore, the present research adhered to good scientific ethics by respecting and valuing the privacy of the

respondents.

Good scientific ethics also relates to referencing (Tuomi and Sarajärvi (2013, 133). In the present research, the previous scientific results were described exactly as they were, and all scientific sources were referenced and signposted clearly and honestly. According to Tuomi and Sarajärvi (ibid.) good scientific ethics also considers presenting and discussing previous research in a truthful manner.

Furthermore, according to Tuomi and Sarajärvi (2013, 136), the

trustworthiness of the research methods is usually evaluated based on the concept of reliability and validity. According to Brink (1993), the validity of the research is

“concerned with the accuracy and the truthfulness of findings” (35). If a study is valid, it should demonstrate what exists and measure the matters which are designed to be measured (ibid.). In the present research the purpose was to examine the

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respondents’ views of using English literature in English teaching, which was carefully discussed in the present results.

In order to measure the research, there needs to be a valid instrument (Brink 1993). In the present research, the primary instrument was the questionnaire and it was devised based on principles explained in this thesis. Furthermore, in the present research it was acknowledged that the researcher might affect the validity of the data (ibid.). As Hirsijärvi, Remes and Sajavaara (2007, 157) state, the researcher cannot fully detach from the basic values that are behind the research since the values shape what the researcher wants to find out about the studied phenomena. Therefore, when conducting the research, the researcher’s purposes are scrutinized: does the researcher listen to the respondents and understand their personal views as they are, or will the answers be filtered through the researcher’s own framework, such as the age or sex of the researcher which affects the gathered data? (Tuomi and Sarajärvi 2013, 136) As Tuomi and Sarajärvi (ibid.) state, in principle these matters do affect the researcher since she is the one who creates the framework for the thesis and analyses its content. Therefore, it needs to be noticed that the researcher might affect the validity of the data. (ibid.) In addition, the researcher might selectively interpret findings in the researcher’s own light (Brink 1993). However, in the present research, the researcher aimed at objectivity (Tuomi and Sarajärvi 2013, 136). Hence the researcher did not have any preconceptions of the studied matter and the answers given by the respondents were presented as they were without any personal interest of the researcher.

In the present research is was also acknowledged that besides the

researcher, the respondents can also debilitate the validity of the research. During the interviews, the respondents can behave in a particular manner which is beneficial for their own appearance in the eyes of the researcher (Hirsijärvi, Remes and Sajavaara 2007, 157). However, the research was voluntary, and it was conducted anonymously, the respondents were considered to give truthful, precise and honest answers.

However, since the interviews were held by phone and by e-mail, there was no possibility to observe the non-verbal cues the respondents could have given to support their answers in the interviews. Moreover, phone interviewing did not offer opportunities to gain full information about whether the respondents had understood

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the questions since the phone interviews contain a lack of expressions which face-to- face conversations on the contrary can establish (Hirsijärvi and Hurme 2011, 64-65). In addition, the e-mail interviewing gave room for larger miscommunication since there was only written verbal communication. As Meho states (2006), there is also

misinterpretation of the answers given by the respondents since they might have trouble understanding the researcher`s questions. Therefore, the lack of nonverbal clues and voice interaction could possibly be debilitating factors in the present

research (ibid.). However, the present research respected the respondents, therefore allowing the respondents to choose the interview method. However, the semi-

structured interview methods were beneficial for the research since they provided meaningful answers to the research questions even though they lacked oral and nonverbal communication.

In the present research, reliability refers to the consistency of the

research and the repeatability of the research (Jyväskylän yliopiston Koppa). Since the research group was small, it was understood that there is no possibility to make generalizations out of the gathered data (Hirsijärvi, Remes and Sajavaara 2007, 58). In addition, it was acknowledged that there is no possibility to recreate the interview in order to perceive the same results (ibid.) However, as Hirsijärvi, Remes and Sajavaara (2007, 58) state, even though the research group is small, significant information can still be gathered by only interviewing a few persons (ibid.). Since the gathered data produced productive results, the quality of the data was perceived as adequate.

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2 THE ROLE OF ENGLISH LITERATURE IN ENGLISH LANGUAGE TEACHING

In this chapter the background information for the use of English literature in English language teaching is introduced. Based on the gathered research data, the goal of this chapter is to examine how literature is understood according to the respondents and for what purposes the respondents use English literature in their teaching. In addition, the role of English literature in foreign language teaching is explored.

2.1 Understandings of literature

According to Klarer (2013, 1-2), traditionally literature has been defined as the entirety of written expression with the restriction that only certain kinds of works are

considered as literature, such as poetry and drama. Moreover, the traditional

definitions have typically contained accompanying adjectives such as “aesthetic” and

“artistic” which have been used to differentiate literary works from everyday texts such as newspapers and legal documents (ibid.). As outlined in the Cambridge

Dictionary, literature is defined as “written artistic works, especially those with a high and lasting artistic value.” Additionally, traditional literature has usually related to great literature and certain procedures approved for studying literature (Duff and Maley 1990, 9). However, in order to enhance the pupils’ learning of foreign languages in today’s modern world, the traditional, largely restricted views of literature should be replaced since they limit the use of literary works and therefore, are not beneficial in foreign language teaching and learning (Di Martino and Di Sabato 2014,15).

Henceforth, in the present research English literature is viewed from a broader perspective.

Di Martino and Di Sabato (2014, 15) argue that in order to use literature in foreign language teaching its potentialities need to be maximized. Therefore, the restricted views of literature must be overcome, and all instances of creative writings should be embraced in foreign language learning. Creative writings, such as fairy tales, short poems, limericks, and songs offer a broad perspective of literature and motivate the child to learn a language especially in lower level education. (ibid.) Therefore, in the present research literature is considered to consist of creative texts which offer

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English teachers and their pupils various opportunities to use and interpret literary texts without restricting their views to certain definitions.

In the present research, the term English literature is used to refer to all literary texts which are written in English in the terms of creative writings. In addition, the term literary text is used of all English texts that are considered as literature without indication to a certain literary language. Moreover, in the present research it needs to be distinguished that the present research does not suggest replacing

textbooks by stand-alone literary texts. Instead, literary texts can be used as additional material in line with textbooks to enhance the pupils’ learning of the English language.

In the present research the respondents had the freedom to discuss how they understood English literature in foreign language teaching. Based on the

respondents’ answers, there were clear indications that nearly all the respondents understood literature as a complex and multifaceted entity. Due to the complexity of the term, many of the respondents presented questions to the researcher about the coverage of literature in order to gain a proper understanding of its meaning:

…Tää oli nyt sit vähän vaikeeta, mikä luetaan englanninkieliseks

kirjallisuudeks, mut jos kaikki tekstit, mitkä on kirjotettu englanniks, on niinku sitäkö sä tarkotat tässä, erilaisia tekstejä?...(R2)

…This was a bit difficult [to define], what is [actually] perused as English literature, but if every text which has been written in English [is

literature], is that what you mean here, different texts?...(R2)

…Riippuu, miten nyt määritellään se kirjallisuus, mul ei oo ollu se niinku kirjallisuus, miten minä miellän kirjallisuuden ni ei oo ollu käytössä, mut et oppikirja…(R3)

…It depends on how one defines literature, but I have not used that kind of literature, which I define as literature, but [we have read] the

textbook…(R3)

…luetko sä niinku sarjakuvat myöskin kirjallisuuteen? – – (…) et mikä se raja on, todella vaikeeta…(R1)

…do you count comics as literature? [I just wonder] where to draw the line, it is really difficult…(R1)

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From the previous viewpoint, one respondent pondered how the

traditional views of literature and the development of digital environments can cause confusion in understanding literature. The respondent discussed how traditional literature was experienced to have a stable role in the Finnish and mother tongue lessons whereas the role of traditional English literature in the English language

lessons was questioned to have the same value, especially from the teenager’s point of view:

…jos on niinku hevostyttöjä et kyllähän heit kiinnostaa ties mikä ja he käyvät vaik mitä lukee englanniks mut onko se sit kirjallisuutta? Ja sit jos ne tekee jostain hevosteemasta esityksen enkuntunnille, ni onko he sit käyttänyt kirjallisuutta apunaan jos se on ollu blogi? – – (...) kyllähän niinku kuudesluokkalaiset englanniksi niinku toimii aika varmasti hyvin paljonkin netissä, mutta se ei oo enää sellasta perinteistä kirjallisuutta, kun me ajatellaan Shakespearia tai muuta niin se voi olla aika pienikin se perinteisen osuus sitten, et sitä jos pidetään noillaa äikäntunneilla, äidinkielen ja kirjallisuuden suomen kielen ja kirjallisuuden lukupiireissä ja semmosissa sitten kyllä hengessä, et siel pysyy sitten se kirja, mut pysyykö se sitten englannin opetuksessa et se onki semmonen isompi aika niinku tärkeeki kysymys, et miten se moutoutuu murrosikästen maailmassa?...(R1)

…say there are girls who are into horses, they are easily interested in all kinds of things and they read all sorts of things in English but is it really literature [they are reading]? And then, if they do a presentation for the English class that features a horse-based theme and use a blog as a source, is it really classified as literature? Of course, sixth graders operate in English on the Internet a lot, no doubt, but [what they

peruse] isn’t what we would call ‘traditional literature’ when we think of Shakespeare or other [such writers], so it can actually be quite a small share of traditional literature [what they peruse]. So, if [traditional literature] is featured during mother tongue lessons and in literature circles and the book holds its position there, the bigger and more important question is whether literature holds its position in English language teaching, and how will it be shaped in a teenager’s

world?...(R1)

Furthermore, relating to literature, the term text was discussed in the respondents’

answers. Moreover, in the present research a text is considered to consists of words, sentences, and utterances which together form a meaningful entity open for

interpretation (Tieteen termipankki). Therefore, literature consists of texts which form a meaningful whole. Additionally, texts can be written, spoken or multimodal (Wells

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and Lyons 2016, 46). In the present research, multimodal texts are defined as texts which combine language with other systems of communication. These are for example picture books which combine print texts with visual images and films which combine audio texts with spoken words. (ibid.) Additionally, many digital platforms such as blogs, Wikipedia, YouTube and Facebook include multimodal texts and are referred to as social media in which social networking and various forms of content sharing is possible (ibid., 29-30).

One respondent continued to ponder about social media, mainly blogs and Instagram, and whether the multimodal texts found on these digital platforms were perceived as literature. Notably, the social media is not only a manner of

spreading information, it also gives its users the possibility to act as active producers of content (Linko 2017, 147). Therefore, the multimodal forms of texts and their social aspect of networking and sharing can cause confusion in understanding literary texts since they clash with the traditional views of literature which can also be depicted from the respondent’s answer:

…Mikä on niinku teksti? Me ollaan niin paljon siellä netissä ja lapset on ku aattelee, et ne jotka niinku jossain Instagrameissa pyörii, niin onhan sielläkin tekstejä ja varmasti käy lukees niinku mikä on englanniksi kirjoitettu, ni onks se sitten kirjallisuutta, blogit?...(R1)

…What is a text? We spend time so much online [nowadays], and those children who are spending time on some Instagrams certainly come across many texts which are written in English, so [I wonder] are they [Instagram texts] considered as literature, [or] blogs?...(R1)

Consequently, nowadays literature is not only limited to the traditional printed books.

Due to different media landscapes and the variety of media forms, literary texts can be channelled through new and traditional appearances (Koskimaa 2007, 7). Henceforth, texts can be presented in print, digital or online forms (Wells and Lyons 2016, 46).

Notably, one respondent discussed internet texts being literature which highlighted the transformed nature of literary texts:

...otetaanko me internetin tekstit mukaan muuten tässä?...(R2)

…by the way do we include internet texts here too?...(R2)

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Then again, not all consider the new media appearances of literature meaningful, but as Koskimaa (ibid.) argues, the new forms of literature indicate that literature is still thriving and seeks actively for new modes of expression. From an educational perspective it can be considered as a positive development. Since the relevance of literature in the modern digital world is maintained and increased, it also allows for new pedagogical approaches. (ibid.)

Furthermore, since the appearances of literary texts have changed, there is a need to examine literacy from a wider perspective. Overall, literacy is considered as the mechanics of reading and writing (Cronin 2014, 46). Moreover, in order to interpret, decode and produce texts in English pupils need to learn English (ibid.).

However, in the twenty-first century, literacy has gained a larger meaning (Wells and Lyons 2016, 46). Henceforward, literacy is considered as the mastery of a set of capabilities that are used to interpret and produce print texts, digital texts, spoken language and multimedia. Therefore, the pupil is required to adjust and modify her use of language with diverse communicational modes to meet the new textual demands, interactions, and contexts. (ibid.) The development of these literacy skills is also referred to as multiliteracy (see chapter 4.1).

2.1.1 Fiction

In the present research English literature is observed from the categories of fiction and non-fiction (Ahvenjärvi and Kristinä 2013). These categories were used to distinguish the similarities of the literary texts the respondents used in their English teaching in order to give a profound understanding of what kinds of English literature the

respondents used in their teaching. In the FNCCBE 2014 instruction considering foreign languages, the pupils are encouraged to learn vocabulary and structures associated with many text genres such as short stories, plays, interviews and lyrics (Finnish National Board of Education 2016). Hence, the versatile text genres were also taken into consideration in the present research.

According to Coleman (2007, 259-260), the categories of fiction and non- fiction contain similar features. Not only do the categories provide facts and

information for the reader but they also explore the reader’s imagination and deliver enjoyment. Above all, fiction and non-fiction can both be applied in language teaching

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(Ahvenjärvi and Kristinä 2013). However, even though they contain similar features, fiction usually refers to texts which are made-up. Therefore, fiction does not contain real information of the actual world. (ibid.) For instance, fiction can include poetry, plays, novels and short stories (Olsen 2016, 1). On the contrary, non-fiction is based on actual information. In non-fiction different places, events, and people are placed in the real world. (Coleman 2007, 259-260) Examples of non-fiction include articles, essays, interviews, and newspaper articles (Olsen 2016, 2). Above all, fiction and non-fiction can both be applied in language teaching (Ahvenjärvi and Kristinä 2013).

In the interviews the respondents were asked about what kind of fiction they use in their English teaching. The respondents answered that they used fictitious texts such as the novel Harry Potter, comics such as Donald Duck and the Simpsons as well as several short stories. More particularly, the author Roald Dahl’s novels and short stories were mentioned. Plain language books, such as Ladybirds were also read.

Additionally, for one respondent it was important to introduce the pupils to the great names of literature and their classical literary works even though the pupils were only in the sixth grade:

…Pääasiassa romaaneja tai novelleja… – – (…) ja Aku Ankkaakin on englanniksi ollut… – – (…) mutta tota no Harry Potter oli toi mikä oli viimeks työn alla, ja sitte kiinnostas jotain vähän semmosta niinku klassisempiakin teoksia vähän kattoo tota jotain, et en oo vielä silleen päättänyt tarkemmin, mutta mun mielestä olis tärkeetä että vähän sitten niinko tutustuttas niinku suuren kirjallisuuden nimiin…(R4)

…[We have read] mostly novels and short stories and then we also have [read] Donald Duck in English, Harry Potter was something we last worked with, and then I would also be interested in [reading] some classical works [with the pupils], although I have not yet decided [which classical works] in particular, but I think it would be important to get to know the great names of literature…(R4)

… kollegallani on hyvä kattaus tuolla Ladybird-kirjoja. – – (…) Pottereita toki enkuks, ketkä on Potter faneja edelleenkin on niitä onneks ja sitten on Dahl. Roald Dahl on ollu yks semmonen niinku luokilla lukukirjoina luokanopettajilla käytössä niin semmosia on sit kiva ottaa sit myös enkus.

– – (…) Nallepuhit meil on Ladybird Nalle Puh, Winnie the Pooh. – – Simpsons on kova hitti ja sit kaikkii muita…(R1)

…my colleague has a good spread of Ladybird books. [Some pupils have read] [Harry] Potter in English, I am glad we still have those pupils who

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are Potter fans and then [the pupils have read books written by] Dahl.

The class teachers have [read] Roald Dahl’s books [with the pupils] so they have also been fun [to read] in English. [The pupils have read]

Winnie the Pooh [and] Labybird [books]. The Simpsons are a big hit [amongst the pupils] and then [they have read] all kinds of other [literary texts]…(R1)

In the answers given by the respondents, some mentioned children`s literature and youth literature. These genres are usually associated with age categories in literature (Lesnik-Oberstein 1999, 15). In these categories, certain literary works are dependent on the relationship with a certain group, in this case children and youth (ibid.). For some of the respondents, certain literary works were categorized according to the age of the pupils and distinguished from other literary works:

…Jos on kaunokirjallisuutta, jos nyt ei oteta niitä valmiita oppikirjoja mukaan, niin meillä on paljon, meillä on meidän kielitiimissä, meillä on paljon siis kirjoja ihan, siis lapsille tarkotettuja kirjoja ja niitä

käytetään…(R2)

…If we do not discuss about those ready-made textbooks, we have many fictional books in our language team which are meant for children and they are [read by the pupils]…(R2)

…toki siis jotain lasten kirjojakin välillä…(R4)

…and surely [I give the pupils] some children’s books [to read]

occasionally…(R4)

…Annan oppilaille (edistyneille) luettavaksi englanninkielisiä nuortenkirjoja…(R5)

…I give those pupils (who are advanced) youth books to read which are in English…(R5)

However, in the present research age categories were not considered important since all literary texts can be used in foreign language teaching within the appropriateness for children. Moreover, this thesis was interested in examining how the age level of the pupils affects the respondents’ selection of literary texts.

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2.1.2 Common non-fiction

In the present research non-fiction was divided into common non-fiction and non- fiction textbooks which are used in the foreign language educational contexts.

(Opetushallitus). Besides providing reading experiences and accessible information, common non-fiction can motivate those pupils who are not interested in reading fiction. (Tainio, Grünthal, Routarinne and Satokangas 2019, 170-171) Therefore, the role of non-fiction in foreign language teaching is noteworthy.

Based on the research findings, all the respondents used common non- fiction in their teaching. However, besides reading Guinness World Record books, common non-fiction was often related to a specific task the pupils were given during the English lessons, such as making a presentation of a country. Therefore, dictionaries and various internet texts were used to search for information. Not surprisingly, the internet was considered as an encyclopaedia itself since the internet is a database for all kinds of information:

…Wikipediasta ne on hakenu tietoo esitelmiinsä, sanakirjaa ovat käyttäneet ja sitte jotain ja muutenki ovat niiinku netin noita

hakuohjelmilla hakenut tietoa, että eivät pelkästään Wikipediasta…(R3)

…They [pupils] have searched Wikipedia to find information for their presentations [and] they have also used the dictionary and something else [related to non-fiction], overall they have searched for information online by using different internet search engines, not only [by searching]

Wikipedia…(R3)

…Guinnesin ennätystenkirjoja (kaikille), netistä sivuja, kun etsitään tietoa esim. jostain maasta, maailman ihmeistä tms…(R5)

…[I give] Guinness World Record books (for everybody), [also the pupils browse] webpages, when [they are] searching for information about a country, a world miracles or something similar…(R5)

Specifically, the social media platform Wikipedia was highlighted in acquiring

information. As Linko (2017, 151) states, Wikipedia is considered as one of the most used encyclopaedias in Finland and across the world. Therefore, the role of Wikipedia is noteworthy as a source of digital non-fictional information. (ibid.) According to one respondent, Wikipedia was the most used source of information online:

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…Ja no tietokirjallisuus ni se on vähemmän kyllä nyt mitä niinku oikeeta, emmä ny sano oikeita kovakantisia kirjoja, et sit mennään niinku

internetin maailmaan ja pakko sanoa, että se Wikipedia on siellä varmaan se yleisin, niinku tiedosta…(R2)

…Non-fiction is less of what one might say real [fiction], I’m not saying [it has to be] real hardback books, but then one goes to the world of the internet, and I have to say, Wikipedia is probably the most common source of information there…(R2)

In addition, one respondent considered the internet as non-fiction itself which highlighted the role of the internet as a valuable source of non-fictional information.

Moreover, the internet was acknowledged to contain current information about several matters in comparison with other traditional non-fictional texts. Therefore, the internet was thought to provide useful and current information for the pupils which was considered more motivating in completing various tasks linked to literary texts:

…Joo, eli nyt meil on tässä tää ihana kaveri eli internet eli tää

tietokirjallisuus…– – (…) ni kyllähä ne netistä ettii että tää on nyt niinku se fakta, sitte tohon tietokirjallisuuteen, et meillä pitäs olla omassa koulussa sitten niin hyvät ne kirjastot kyllä et löytyis ajantasasta tietokirjallisuutta eri aiheisiin… (R1)

…Yes, so now we have our lovely friend called the internet so [it is] the non-fiction. They [pupils] search the internet [for information], this is the fact [nowadays] considering non-fiction. Considering we should have really good libraries in our school which should offer up-to-date non- fictional information for multiple themes…(R1)

2.1.3 Non-fiction textbooks

In Finland, textbooks have usually been used as instructional material in nearly every school subject. (Ruuska 2014, 79) Especially in Finland, textbooks are nowadays used at large in foreign language teaching and learning (see chapter 4.5). Overall textbooks have an important role together with the FNCCBE 2014, since they outline the goals of foreign language learning in Finland by emphasising those learning aspects which are considered as important (Kauppinen et al. 2008, 206). What is more, pupils have not usually had a choice whether to read a textbook, as they might have with other literary texts (Ruuska 2014, 79). As Ruuska (ibid.) states, novels and other books are not

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studied in the same sense as textbooks.

Moreover, textbooks are usually distinguished from other non-fiction books by the fact that they contain questions, tasks, and activities that the pupils are set to accomplish (ibid., 81). However, even though foreign language textbooks are non-fiction, they also contain fiction such as plays, parts of novels, lyrics, comics, and many other texts which are included in the textbook (Kauppinen et. al. 2008, 29). As one respondent stated, the English language textbooks contain fiction in the form of stories, rhymes, and lyrics. Therefore, the respondent acknowledged that

understanding the textbooks as non-fiction was multifaceted and that fictional texts in the English language textbooks differ from other fictional works:

…Satu ja riimipuolta, niitä on siellä oppikirjoissa, tavallaan sellasia, jotka on laulumuodossakin, se on erilaista se kirjallisuus siellä…(R1)

…Stories and rhymes, these [kinds of texts] are in the textbooks, also those kinds [of texts] which are in the form of lyrics, there [in the textbooks] literature is different [from standalone literary texts]…(R1) That is to say that the English language textbooks contain fiction even though they are categorized as non-fiction. In addition to textbooks, exercise books are used in foreign language teaching and they have a dominant position in foreign language teaching (see chapter 4.5). The exercise books contain activities the pupils are required to complete, and the exercise books usually follow the patterns of the textbook (Ruuska 2014, 81).

In the interviews nearly all the respondents answered that they use textbooks in their teaching. Moreover, the textbooks were considered as the main source for language teaching and learning. Notably, the textbooks were used as a source for practicing vocabulary, reading, listening, and writing English language:

…Kaikki oppilaat lukevat tietysti oppikirjaa. Oppikirjan tekstit käydään läpi yhdessä kuunnellen ja ääneen lukien ja tehtäviä tehden parin kanssa enimmäkseen…(R5)

…All the pupils read textbooks of course. We listen to the textbook texts together and read [the texts] out loud and then [the pupils] do exercises mostly with their partner…(R5)

…on siis oppikirjaa… – – (…) sitä lukemista lähinnä niin oppikirjan teksteillä ollu tähän mennessä. – – (…) ihan kirjan tehtävii ollaan tehty että mitä siellä nyt on sanastotehtävii ja luetun ymmärrystehtävii, mitkä

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pohjautuu siihen kappaleeseen ja sitten ollaan ne jotain kyselee toisiltaan…(R3)

…yes, we [read] the textbook. So far, reading has mostly concerned the texts in the textbooks. [In addition) we have done those textbook exercises, including vocabulary exercises and reading comprehensions tasks which are based on the chapters [in question] and then [the pupils]

have asked each other something [about the chapters]…(R3)

However, one respondent did not use the textbook in English teaching, instead the pupils learned languages through project-based learning:

…Siis meillähän on tota, itseasiassa nyt kuudensilla luokilla me ollaan käytetty tai siis ei olla käytetty oppikirjoja, me ollaan niinku eri projektimuotoisesti opiskeltu…(R2)

…In fact in the sixth grade we have used, [I mean] we have not used textbooks, we have studied through project-based learning…(R2)

To conclude the previous sections considering the respondents understandings of literature, literature was understood as a complex entity in which the traditional views of literature and the conceptions of digital, online, and social media texts were

discussed. Due to the increased multimodality of literary texts, understanding literature in the English language classroom was considered multifaceted, and no general agreements were made about the definition of literature. However, in the present research reading digital literary texts are not considered in opposition to the use of more traditional forms of literature. If anything, the use of one type of text can encourage the use of another (Lukukeskus 2018). A their best, digitally formatted texts especially can motivate pupils to read literature. (ibid.) However, literacy does not transfer as it is to the digital format (ibid.). Therefore, the pupils need to develop their multiliteracy skills. Additionally, various English language texts in their digital, print, and online format are beneficial in developing the pupils’ multiliteracy skills. Above all, offering diverse text options for the pupils can stimulate their reading enthusiasm and encourage reading as a pursuit (Lukukeskus 2018).

2.2 Literature as a resource in teaching English

In the previous section the various understandings of English literature were outlined.

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Following from this, this section provides a description of the function of literary texts in English language teaching and learning. As Duff and Maley (1990, 5) state, literature can be distinguished from two point of views depending on the function of literature.

To begin with, literary texts can function as the subject of study in which the purpose is to study literature (Duff and Maley 1990, 5). In their model “Comprehensive Approach to Foreign Language Literature Learning” (figure 1), Bloemert, Paran, Jansen and Grift (2019, 372) discuss the role of literature in foreign language teaching. Their model consists of the text, context, reader, and language approaches which are

operationalised in several multipurpose elements. Literature as a subject of study relates to the text and content approaches of the model. Moreover, the text approach focuses on the text elements such as discussing the genre of the text and the

characters. Additionally, the context approach is concerned with the historical and cultural contexts as well as the literary history of the literary texts. (ibid.)

Alternatively, literary texts can be used as a resource in the study of language (Duff and Maley 1990, 5). In the present research the role of literary texts is to function as a resource in English language learning. In the model (figure 1) the reader and language approaches relate to the use of literature as a resource in teaching and learning (Bloemert et al. 2019, 372). Moreover, the reader approach focuses on the reader’s connection between the text and how the reader experiences reading. In the language approach, literary texts are used to enhance the pupils’

language skills, such as reading and speaking, as well as vocabulary and knowledge of grammar. (ibid.)

Furthermore, in the middle of the model all four approaches overlap and create the “Comprehensive Approach to Foreign Language Literature” (figure 1) (Bloemert et al. 2019, 372). The comprehensive approach symbolises a classroom where the teacher focuses on all the approaches. Moreover, the teacher brings together a focus on the text itself and on the context of the literary texts while concentrating on language learning. (ibid.) However, since the present research concerns the primary school point of view, particularly the sixth grade, the text and context approach are not considered relevant in the present research. Moreover, the study of English literature is usually emphasised in the university surroundings in Finland, even though the study of literature is studied in the primary school contexts

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concerning mother tongue and literature. However, as Maley and Duff (1990, 5) state, there is a possibility for the pupils to gain enhanced understanding or literary insights as by-products which is a positive matter. Therefore, in this research it is

acknowledged that the pupils might gain insights of the study of literature as a by- product. In addition, the English teachers may apply the comprehensive approach in their teaching. However, as stated before, this is not the focus of the present research.

Figure 1. Comprehensive approach to FL literature learning (Bloemert et al. 2019, 372).

In addition, literature can be used as a resource in stimulating language activities (Duff and Maley 1990, 5). These language activities are further examined in chapter 5.5.

Moreover, when literary texts are used in teaching and learning foreign languages, they can be referred to as instructional material (Effiong and Igiri 2015, 27). According to Effiong and Igiri (2015, 27) instructional material can be defined as print and non- print items, such as textbooks, newspapers, pictures or recording videos which provide information to pupils and facilitate learning. Moreover, an instructional material can be defined as a tool the teacher uses to assist their pupils to learn the target language (ibid.). The instructional material also provides an opportunity for the pupils to access language daily in the classroom (Cakir 2015, 378). The goal of using instructional material is to enhance the pupils’ learning achievement (Effiong and Igiri 2015, 27).

Therefore, the teacher needs to have a pedagogical goal in mind in order to decide

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what the pupils need to learn from the instructional materials (Aghagolzadeh and Tajabadi 2012, 205). These pedagogic realities are explored in the next chapter.

2.3 Justifications for the use of English literature

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

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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

English literature as a resource for teaching English as a foreign language: The reflections of English language teachers working with sixth graders

Anna-Sofia Saarikoski