Universitat Internacional de Catalunya
A Focus On Literature When Teaching English As a Foreign Language
Other languages of instruction: Catalan, Spanish,
Teaching staff
Introduction
This course focuses on skills and strategies for teaching English as a foreign language through literature in pre-primary, primary and secondary school settings, as well as university and adult education. The aim is to provide new approaches, functions, methodologies, resources and practices to use literature as a strategy in the foreign language classroom.
Pre-course requirements
Students are recommended to have a B2 level of English under the Common European Framework of Reference for Languages (CEFRL) before the start of the course.
Objectives
The subject A Focus on Literature when Teaching English as a Foreign Language is a module of the Master’s Degree in Language Acquisition and Teaching English as a Foreign Language and is worth 4 ECTS. Its objectives are (1) to acquire the fundamental theoretical basis and teaching techniques needed to effectively teach English as a foreign language through literature; (2) to explore the potential that literature and analysing research and theoretical papers have for enriching teaching practices; and (3) to acquire the criteria and resources necessary to use literary materials suited to different levels in a formal and bilingual/multilingual context.
Competences/Learning outcomes of the degree programme
Basic and general
CB7 - To know how to apply the acquired knowledge and problem-solving abilities in new or little-known environments within broader (or multidisciplinary) contexts related to one’s area of study.
CB8 - To be able to acquire knowledge and deal with the complexity of formulating judgments based on information that, although incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of one’s knowledge and judgments.
CB9 - To know how to communicate one’s conclusions and the latest knowledge and the supporting arguments to specialist and non-specialist audiences in a clear and unambiguous way.
CB10 - To possess the learning skills that allow one to continue studying in a way that will be largely individual or autonomous.
CG1 - To search for, obtain, process, summarise and communicate information (oral, printed, audiovisual, digital or multimedia-based), transform it into knowledge and apply it to teaching English as a foreign language.
CG2 - To develop critical thinking, problem solving, decision-making or inquiry skills, and apply these to educational reality with the aim of promoting students’ autonomy, creativity, confidence and personal initiative.
CG3 - To manage work time based on learning priorities and objectives, promoting self-learning.
CG4 - To communicate decision-making in the field of teaching English as a foreign language based on solid arguments.
CG6 - To be able to effectively work as a part of a team in multilingual, multicultural and interdisciplinary professional and/or academic environments.
Transversal
CT1 - To apply pedagogically innovative models and educational research on the acquisition, teaching and use of English as a foreign language to specific cases, to a specific school context and/or contexts related to education, so that the theoretical knowledge acquired is suitably connected to the educational practice.
CT2 - To critically analyse one’s own work and use appropriate resources and strategies to achieve professional improvement.
CT3 - To incorporate information and communication technology (ICTs) into teaching and learning activities, teaching management and professional development.
CT4 - To generate innovative and competitive proposals in professional or research activity.
CT5 - To express oneself in public and give presentations with digital support adapted to the different interest groups in the school environment (teachers, families, students, etc.)
Specific
CE1- To know and reflect on processes of the acquisition and learning of English as a foreign language and its literature and culture.
CE3 - To analyse the diversity of current and innovative methodological approaches and pedagogical practices applied to different educational stages in bilingual and multilingual contexts.
CE4 - To effectively apply digital resources for the teaching and learning of English and manage and promote computer-assisted language teaching programmes.
CE5 - To plan the process of teaching and learning English as a foreign language and its literature and culture at different educational stages, taking the students’ level and previous knowledge into account.
CE6 - To design innovative teaching proposals that promote the development of students’ linguistic, multilingual and intercultural competences, based on the requirements of the Common European Framework of Reference for Languages; while also promoting reflection, openness and respect towards other languages and cultures.
CE9 - To apply the fundamental aspects of current educational research methodologies to improve processes of teaching and learning English as a foreign language.
CE11 - To use academic skills in English, both orally and in writing inside and outside the classroom as well as all the communication techniques typical of teachers of this language.
Learning outcomes of the subject
The learning outcomes that will be required of the students will be linked to the selected competences in each case. Among others, the following stand out:
▪ Reflect on the literature and culture of English as a foreign language.
▪ Analyse the diversity of current and innovative methodological approaches and pedagogical practices applied to the different educational stages in bilingual and multilingual contexts.
▪ Plan the process of teaching and learning English as a foreign language and its literature and culture, while taking the level and previous knowledge of the students into account.
▪ Effectively apply digital resources for English language teaching and learning and manage and promote computer-assisted English language teaching programmes.
▪ Develop innovative projects aimed at the analysis and improvement of teaching practices using information and communication technology (ICTs).
▪ Implement the different aspects of communicative competences as well as academic skills in English, both orally and in writing inside and outside the classroom, and use all the communication techniques typical of teachers of this language.
▪ Design innovative didactic proposals that promote the development of the linguistic, multilingual and intercultural competences of the students, based on the requirements of the Common European Framework of Reference for Languages; while also promoting reflection, openness and respect towards other languages and cultures.
Syllabus
This course will address aspects of literature that are relevant to the learning and teaching of English as a foreign language. Students will explore various methodologies for using literature in the English language classroom and create teaching activities and classroom materials, as well as a set of tools for applying theory in the classroom.
Teaching and learning activities
Online
Online teaching methodology
CPL- Online practical classes
Learning activities
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OPC - Online Practical Classes |
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VFD - Forums and Online Debates |
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IW - Individual Autonomous Work |
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GW - Group Autonomous Work |
Evaluation systems and criteria
Online
▪ Online resources (20%)
▪ Oral presentation (35%)
▪ Literature conversation (35%)
▪ Participation in class and in forums (10%)
The evaluation criteria for the subject are as follows:
▪ To reflect on the use of literature in the English as a foreign language classroom.
▪ To analyse the various methodological approaches and current teaching practices related to the use of literature in the different stages of education and in bilingual and multilingual contexts.
▪ To plan the process of teaching and learning English as a foreign language and English literature in accordance with the students’ language levels and prior knowledge.
▪ To effectively apply digital resources for teaching and learning English through literature.
▪ To use communicative competence and its different aspects, as well as academic skills in English, both orally and in writing, inside and outside the classroom, and undertake all communicative functions that are expected of teachers of this language.
Bibliography and resources
Brunsmeier, S., & Kolb, A. (2017). Picturebooks Go Digital – The Potential of Story Apps for the Primary EFL Classroom. Children’s Literature in English Language Education (CLELE Journal), 5(1), 1-20.
Campagnaro, M., & Goga, N. (2022). Material Green Entanglements: Research on Student Teachers’ Aesthetic and Ecocritical Engagement with Picturebooks of Their Own Choice. International Research in Children’s Literature, 15(3), 308–322.
Cheetham, D. (2015). Extensive Reading of Children’s Literature in First, Second, and Foreign Language Vocabulary Acquisition. Children’s Literature in English Language Education (CLELE Journal), 3(2), 1-23.
Damber, U. (2015). Read-alouds in preschool - A matter of discipline? Journal of Early Childhood Literacy, 15(2), 256-280.
Ellis, G., & Brewster, J. (2014). Tell it Again! The Storytelling Handbook for Primary English Language Teachers. British Council, 6-7.
Ellis, G., & Mourão, S. (2021). Demystifying the read-aloud. English Teaching Professional, (136), 22-25.
Fleta, T. (2017). The Sounds of Picturebooks for English Language Learning. Children’s Literature in English Language Education (CLELE Journal), 5(1), 21-43.
Goga, N., & Pujol-Valls, M. (2020). Ecocritical Engagement with Picturebook through Literature Conversations about Beatrice Alemagne’s On a Magical Do-Nothing Day, Sustainability, 12(7653).
Graves, M. F., & Fitzgerald, J. (2003). Scaffolding reading experiences for multilingual classrooms. In G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 96-124). International Reading Association.
Habegger-Conti, J. (2021). ‘Where am I in the text?’ Standing with Refugees in Graphic Narratives. Children’s Literature in English Language Education (CLELE Journal), 9(2), 52-66.
Hempel, M. (2015). A Picture (Book) is Worth a Thousand Words: Picture Books in the EFL Primary Classroom
Hanssen, J. A. (2022). ‘Pathetic Geek Stories’: A Practical Approach to Introducing a Challenging Graphic Narrative. Children’s Literature in English Language Education (CLELE Journal), 10(1), 54-73.
Hempel, M. (2015). A Picture (Book) is Worth a Thousand Words: Picture Books in the EFL Primary Classroom. In W. Delanoy, M. Eisenmann, & F. Matz (Eds.), Learning with Literature in the EFL Classroom (pp. 69-84). Peter Lang Edition.
Ibrahim, N. (2020). The Multilingual Picturebook in English Language Teaching: Linguistic and Cultural Identity. Children’s Literature in English Language Education (CLELE Journal), 8(2), 12-38.
Kaminski, A. (2020). Creating a Multimodal and Holistic Learning Experience with Catherine Rayner’s Augustus and His Smile. Children’s Literature in English Language Education (CLELE Journal), 8(2), 39-64.
Kreft, A. & Viebrock, B. (2014). To Read or not to Read: Does a Suitcase Full of Books do the Trick in the English Language Classroom? Children’s Literature in English Language Education (CLELE Journal), 2(1), 72-91.
Maley, A. (2009). Extensive reading: why it is good for our students... and for us. Teaching English. British Council, https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/extensive-reading-why-it-good-our
Moses, L. (2014). What Do You Do With Hands Like These? Close Reading Facilitates Exploration and Text Creation. Children’s Literature in English Language Education (CLELE Journal), 2(1), 44-56.
Mourão, S. (2016). Picturebooks in the Primary EFL Classroom: Authentic Literature for an Authentic Response. Children’s Literature in English Language Education (CLELE Journal), 4(1), 25-43.
Mourão, S., & Ellis, G. (2021). Demystifying the read-aloud. English Teaching Professional, (136), 22-25.
Ortells Montón, E. (2017) Using American Coming-of-Age Stories in the ELT Classroom. Children’s Literature in English Language Education (CLELE Journal), 5(1), 44-63.
Stanley, G. (n.d.). Extensive reading. British Council. Teaching English. British Council, https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/extensive-reading
Vicary, T. (2013). Greaded readers and the joys of extensive reading. In A. Birketveit, & G. Williams (Eds.), Literature for the English classroom. Theory into Practice (pp. 78-91). Fagbokforlaget.
Williams, G. (2013). Novels for teenage readers. In A. Birketveit, & G. Williams (Eds.), Literature for the English classroom. Theory into Practice (pp. 164-189). Fagbokforlaget.