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Literature in the EFL Classroom: How EFL Teachers in a Few Swedish Secondary Schools Use Novels in Their Classrooms
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
2019 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Skönlitteratur i engelskundervisningen : Hur romaner används i engelskundervisningen på några svenska högstadieskolor (Swedish)
Abstract [en]

Since 2011 The Swedish Curriculum for the compulsory school from 2011 (revised2018) states that different types of text that should be taught in EFL classrooms inSweden are “Literature and other fiction” (Skolverket 37). In my essay, I examine theuse of novels in the English as a Foreign Language (EFL) classroom in a few Swedishsecondary schools. What types of novels are used and what kinds of assignments aregiven to the pupils during a reading project? Are there any differences in how teachersuse novels in their classroom depending on previous experience? To find out why andhow one may use literature in the EFL classroom I made a literature review, and inorder to answer my questions about how novels are used in a few Swedish EFLclassrooms, I made a survey, consisting of a questionnaire, for EFL teachers.

In my literature review I find that researchers and teacher manualspropose the use of either authentic novels or Graded Readers in the EFL classroom.The respondents of my survey agree with this as the majority of them use Young Adultnovels and Graded Readers. Most common among the respondents of the study is tolet the students talk about the novel they read together in groups, a type of assignmentthat is supported by research and teacher manuals. In my study I cannot find any solidsupport that previous experience affect the use of novels in class.

Abstract [sv]

I den svenska kursplanen för engelska står det att ”skönlitteratur och annan fiktion”(Skolverket 2018, 36) ska användas i undervisningen på högstadiet. I den häruppsatsen undersöker jag hur romaner används i engelskaundervisningen på någrasvenska högstadieskolor. Vilken typ av romaner används och vilken sorts uppgifter fåreleverna arbeta med under ett läsprojekt? Finns det några skillnader i hur mananvänder romaner i undervisningen baserat på tidigare erfarenheter? För att ta redapå varför och hur man ska använda skönlitteratur i undervisningen gör jag enlitteraturgenomgång. För att besvara mina övriga frågor genomför jag en studie medhjälp av en enkät för engelskalärare.I min litteraturgenomgång visar det sig att forskare och handböcker framhålleratt autentiska romaner och s.k. Graded Readers är vad som bör användas. Min studievisar att respondenterna använde just autentiska ungdomsromaner och GradedReaders i sin undervisning. Dessutom lät majoriteten av lärarna i studien sina eleverjobba med litteraturen genom att samtala i grupper, vilket framhävdes som ettfördelaktigt arbetssätt även i litteraturgenomgången. I studien fann jag inget stöd föratt tidigare erfarenhet påverkar hur man använder romaner i sin undervisning.

Place, publisher, year, edition, pages
2019. , p. 26
Keywords [en]
EFL, Novels, Reading, Literature, Swedish Secondary School
Keywords [sv]
Engelskaundervisning, romaner, läsning, litteratur, Svenska högstadiet
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:kau:diva-72043OAI: oai:DiVA.org:kau-72043DiVA, id: diva2:1315807
Subject / course
English
Supervisors
Examiners
Available from: 2019-05-16 Created: 2019-05-14 Last updated: 2019-05-16Bibliographically approved

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