By Masayuki Teranishi, Yoshifumi Saito, Katie Wales
This booklet examines how literary texts will be included into instructing practices in an EFL school room. It takes a multi-faceted method of how English language educating and studying can most sensible be constructed via presentation and exploration of literary texts.
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Extra info for Literature and Language Learning in the EFL Classroom
Sample text
An international research journal such as Language and Literature, which I have been privileged to edit since 2010, regularly receives submissions (of varying quality, admittedly) related to literature and language teaching. Elsewhere, articles of interest to our community have appeared in ELT Journal, Modern Language Journal (MLJJ), Foreign Language Annals and others at national as well as international level. Important, wide-ranging critical overviews of research appeared in Carter (2007) and Paran (2008).
In English teaching in Japan, the second interpretation is often applied in determining authentic materials, with the result that literary works are then considered ‘inauthentic’ materials. Magazine articles published in 1996, for example, show that the following kinds of materials are considered ‘authentic’ in English education in Japan: newspapers, magazines, radio and television programmes, films and information on the internet. In the same magazine articles, menu cards at restaurants, receipts received from shops and recipes are considered ‘authentic’ materials in English teaching (Ikita Eigo wo Oshieru Tameni, 1996).
Then, what kinds of materials are now regarded as those that are authentic by the Japanese? The next section will focus on two interpretations of what constitutes authentic materials in L2 classrooms. 2 General interpretation of ‘authentic’ materials in Japan First, authentic materials may be regarded as those not written for teaching purposes, but for real-life communication. Originally, authentic materials were not developed ‘for pedagogical purposes’, but those ‘materials are often thought to contain more realistic and natural examples of language use than those found in textbooks and other specially developed teaching materials’ (‘authentic materials’, Longman Dictionary of Language Teaching and Applied Linguistics, 4th edn, 2010).