Cultural, linguistic and cognitive issues in teaching the language of literature for emergent bilingual pupils

Abstract

This article investigates the premise that literary texts use language in aesthetic, imaginative and engaging ways that have considerable potential to extend the learning of bilingual pupils. It draws on research findings from a qualitative study that examined the value of developing pedagogic practices for emergent bilingual learners at the interface between language and literature. The educational research is framed from an ethnographic perspective and employs critical discourse analysis of classroom interaction. The research addresses the current gap in studies of bilingual pupils' learning in majority language classrooms at secondary level. The findings show the risk of placing bilingual learners in low-ability sets where their exposure to literature may be limited and language skills are frequently taught in isolation. In contrast, bilingual learners who were given the opportunity to use language creatively and had access to a range of texts slowly became attuned to the musicality of the new language and developed deeper word knowledge. The findings indicate that through drawing on bilingual learners' contextual knowledge and making space for crosscultural discourses around texts, these learners can understand both the local and global in acts of reading. The research points to the need for a pluralistic pedagogy in learning literacies.

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

“…A further subset of studies examined the types of interactions in the classroom that supported multilingual student learning (Hoffman, Villarreal, DeJulio, Taylor, & Shin, 2017; Im & Martin, 2015; Kibler, 2010) and the types of inquiry-based pedagogies that also supported positive learning gains for multilingual students (Jackson & Ash, 2012; Johnson, Bolshakova, & Waldron, 2016; Manzo, Cruz, Faltis, & de la Torre, 2011; Santau, Maerten-Rivera, & Huggins, 2011). Furthermore, the work of Huerta (2011), Pawan (2008), Macleroy (2013), Carbone and Orellana (2010), and Johnson et al (2016) illustrated the value of what Paris (2012) calls culturally sustaining pedagogies that attend to culture and community (both inside and outside the classroom) in complex ways. Overall and in combination, these studies suggest the possibilities of a quality teaching-assemblage via attention to pedagogy in complex, interconnected ways.…”

Student motivation in Dutch secondary school EFL literature lessons

“…Ever since the Modern Language Association (2007) published a report in which an integration of foreign language and literature curricula was advocated, research into the use of literature in foreign language teaching has seen a resurgence worldwide (Paran 2008;Hall 2015;Paesani 2011). Although there is an increasing body of research in this area, focusing on the use of literature in language courses and the use of language in literature courses (such as Barrette et al 2010;Macleroy 2013;and Paesani and Allen 2012), this research is either predominantly theoretical or primarily takes place in higher educational contexts. In order to move this area of research forward, more empirical research is needed, especially in the context of secondary education, which is where most foreign language teaching takes place (Paran 2008).…”

Exploring EFL literature approaches in Dutch secondary education

“…We therefore suggest that a Comprehensive Approach to FL literature teaching in which all four approaches are addressed in an interrelated way could enrich the FL literature lessons and enhance student learning. Other studies that promote the idea of integrated literature curricula are, for example, Barrette et al (2010), Hoecherl-Alden (2006), Macleroy (2013), and Paesani and Allen (2012).…”