Developing positive attitudes towards the use of literature in the bilingual classroom: a study with EFL Primary teacher education undergraduates

Abstract

Abstract

Literature has always been a valuable resource in English as a foreign language learning. However, recently published research (Duncan & Paran, 2017, 2018; Calafato & Paran, 2019) indicates the need tomotivate future foreign language teachersto use it. To do that, they propose the inclusion ofliterary experiences in the teacher education curriculumas well as the promotion ofpositive experiences that help them be ready to use literary texts in their future bilingualclassrooms. The present cross-sectional empirical study examines the impact of a 15-week pedagogical intervention on teacher education undergraduates’ attitudes towards the use of literature in the bilingual classroom. The intervention was based onthe pedagogical principles ofboth the transactionaltheory (Rosenblatt, 1995,) and the dialogic theory (Flecha, 1997), which deal with literature as a complete educational resource. The participants were 37 undergraduates completing their degree in Primary Teacher Education with an EFL specialization and following a bilingual track. Data from three different cohorts (from 2017 to 2019) was collected using three data-gathering tools: a questionnaire based on Jones and Carter (2012), a written final reflection on the course, and focus-group meetings with each cohort. The information gathered was analysed using SPSS and NVivo statistical software. Results indicate that the interventionsignificantlyincreased students’ favourable attitudes towards the use of literature, especially in terms of considering literary texts a valid educational resource for teaching content as well as for working on misconceptions and misbeliefs. Participants also showed a high degree of confidence in their abilities both to use literature and to motivatetheir students to approach literary texts with ease.

Keywords:initial teacher education, bilingual teaching, literacy, language and literature teaching, classroom research.