The articles presented in this book bring together educators’ work and experiences from around the world (Indonesia, Malaysia, Nepal, and Australia) in the context of teaching English as a Foreign Language (EFL). This publication, therefore, offers a richness and diversity of contexts and experiences to its readers. What sets this book apart is its balance between and explicit coverage of both research and the theoretical and practical aspects of teaching. This project has been prompted by the increasing split between the fields of linguistics, literatures and English language teaching, and will uniquely address this gap. Additionally, the volume gives practical applications on how to use theories of linguistics and literary texts in the classroom. This book provides undergraduate and graduate students, teacher-learners, practicing teachers, and teacher educators some theoretical and contextual knowledge of English language teaching practices and settings. Articles in this book can be used as supplementary texts for courses in the areas of English Language Teaching, pre-service and in-service teacher education, applied linguistics, literature, and language and culture studies.

This book examines how literary texts can be incorporated into teaching practices in an EFL classroom. It takes a multi-faceted approach to how English language teaching and learning can best be developed through presentation and exploration of literary texts.

The use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning. How do we teach literature online? How do learners react to being taught literature online? Will new genres emerge from the COVID-19 pandemic? Is the literary canon changing? This volume celebrates the vitality of literary and pedagogic responses to the pandemic and presents research into the phenomena observed in this evolving field. One strand of the book discusses literary outputs stimulated by the pandemic as well as past pandemics. Another strand looks at the pedagogy of engaging learners with literature online, examining learners of different ages and of different proficiency levels and different educational backgrounds, including teacher education. Finally, a third strand looks at the affordances of various technologies for teaching online and the way they interact with literature and with language learning. The contributions in this volume take literature teaching online away from static lecturing strategies, present numerous options for online teaching, and provide research-based grounding for the implementation of these pedagogies.

This comprehensive introduction to literature learning in EFL contexts pays attention to both theoretical and practical concerns. It focuses on a wide range of literary genres, different age and ability groups, and gives suggestions for the future of the field. Its readership comprises language teachers, university students and academics.

Seminar paper from the year 2021 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 1,7, University of Duisburg-Essen, language: English, abstract: The question that arises is how and why literature survives and has still its unique weight in the 21st century. This work is structured in several parts discussing what influence literature has on pupils in the EFL classroom. This seminar paper begins by giving a basic overview of the use of literature and why literature remains so successful. This is followed by the criteria of why certain literature is chosen and the challenges that may occur when teaching literature. After that, it will be discussed which influence literature has on the reading and writing skills of pupils in the EFL classroom. The young adult novel “The Hate U Give” by Angie Thomas will serve as an example, which will firstly be presented briefly in its outline and its fundamental themes. Later on, this novel will be analysed regarding the impact it has on pupils in the EFL classroom and to what extent this example might or might not help them to understand America’s society concerning recent themes as racism, police violence or identity. The aim of this term paper is to develop an appropriate answer to the question why literature is still so prominent and popular nowadays. The other important aspect and the aim this paper lays its focus on is how literature is used to reconstruct social values and norms or to understand a foreign society.

Seminar paper from the year 2009 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,0, University of Education Heidelberg, language: English, abstract: “There is a poetic potential in all of us, it only needs to be wakened.” Altvater 1998, 259 Would the teachers of great poets like Barret Browning, Dickinson, Shakespeare or Whitman have known what great writers were sitting in front of them? How many geniuses might be sitting in today’s classrooms? If English teachers want to get a glimpse of what poetic potential their pupils might have, they should bring poetry into the classrooms and inspire their pupils to become poetic writers themselves. This paper aims at giving an overview of creative poetry writing and giving reasons why and how teachers should bring it into their classrooms. Starting with a definition of the term ‘creative writing’, I will begin by discussing the benefits of implementing creative writing methods followed by the benefits of introducing literature and poetry into the classroom. Those two chapters in total give the answer to the question why teachers should bring creative poetry writing into their classrooms. After giving insight into the language skills that are being supported and discussing the possible challenges a teacher might face, the question of ‘how’ to implement creative poetry writing into the EFL classroom is presented. The paper is completed by a brief discourse about feedback and assessment and tied together by the conclusion.