Getting off the fence: Exploring the role, position, and relevance of literature education in the teaching of English as a foreign language in Dutch secondary education

Jasmijn Bloemert

doi:10.33612/diss.101550168

Getting off the fence: Exploring the role, position, and relevance of literature education in the teaching of English as a foreign language in Dutch secondary education

Jasmijn Bloemert

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Het schoolvak Engels heeft een prominente positie in het Nederlandse voortgezet onderwijs en hoewel het grootste deel van het curriculum betrekking heeft op taalvaardigheden speelt ook literatuur een belangrijke rol in de bovenbouw van HAVO en VWO. Het is echter opmerkelijk dat sinds 1863 voortdurende discussies hebben plaatsgevonden over de positie, relevantie en focus van de literatuurcomponent. Recente nationale en internationale ontwikkelingen laten een heropleving zien in het gebruik van literatuur in het moderne vreemde talen (MVT) curriculum waarbij de positie van literatuur gezien wordt als geïntegreerd in het leren communiceren in een vreemde taal.
Dit vakdidactisch promotieonderzoek bestaat uit vijf empirische studies. Centraal staat de ontwikkeling van de Meervoudige Benadering, een model voor MVT-literatuuronderwijs waarbij rekening wordt gehouden met de leerling, de context en de literaire tekst. Dit model is vervolgens gebruikt om te onderzoeken hoe docenten literatuur benaderen in de les en hoe leerlingen deze lessen ervaren. De laatste stap bestaat uit een interventie waarbij acht docenten het model leerden toepassen op hun bestaande onderwijspraktijk en onderzochten we hoe deze docenten de relevantie en bruikbaarheid van het model ervoeren nadat ze er een jaar mee hadden gewerkt.
Resultaten laten onder andere zien dat (1) er een grote variatie bestaat tussen de manieren waarop docenten literatuur benaderen, (2) er substantiële verschillen zijn tussen de perspectieven van leerlingen en de praktijk van docenten, (3) de Taalgerichte benadering zowel praktisch als methodologisch een probleem is, en (4) een model als de Meervoudige Benadering docenten een gemeenschappelijke taal biedt, waardoor ze hun eigen literatuurcurriculum kunnen analyseren, opnieuw doordenken en verrijken.

Originele taal-2	English
Kwalificatie	Doctor of Philosophy
Toekennende instantie	Rijksuniversiteit Groningen
Begeleider(s)/adviseur	Jansen, Ellen, Supervisor Paran, Amos, Co-supervisor, Externe Persoon
Datum van toekenning	11-nov.-2019
Plaats van publicatie	[Groningen]
Uitgever	Rijksuniversiteit Groningen
Gedrukte ISBN's	978-94-034-2017-2
Elektronische ISBN's	978-94-034-2016-5
DOI's	https://doi.org/10.33612/diss.101550168
Status	Published - 2019

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10.33612/diss.101550168

Title and contentsFinal publisher's version, 1,63 MB
Chapter 1Final publisher's version, 1,76 MB
Chapter 2Final publisher's version, 1,84 MB
Chapter 3Final publisher's version, 1,96 MB
Chapter 4Final publisher's version, 1,89 MB
Chapter 5Final publisher's version, 1,84 MB
Chapter 6Final publisher's version, 2,07 MB
Chapter 7Final publisher's version, 1,88 MB
Chapter 8Final publisher's version, 1,68 MB
ReferencesFinal publisher's version, 1,68 MB
AppendicesFinal publisher's version, 1,91 MB
Complete thesisFinal publisher's version, 4,43 MB
PropositionsFinal publisher's version, 1,47 MB

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title = "Getting off the fence: Exploring the role, position, and relevance of literature education in the teaching of English as a foreign language in Dutch secondary education",

abstract = "English as a foreign language has a prominent position in Dutch secondary education and although the majority of the curriculum relates to language skills, literature also plays an important role in the upper years of HAVO and VWO. However, it is remarkable that since 1863 there have been ongoing discussions about the position, relevance and focus of the literature component. Recent national and international developments have shown a revival in the use of literature in the modern foreign language (MFL) curriculum whereby the position of literature is seen as integrated in learning to communicate in a foreign language.This doctoral research focuses on PCK research and consists of five empirical studies. Central is the development of the Comprehensive Approach to FL literature teaching and learning, a model that takes into account the student, the context, and the literary text. This model was used to investigate how teachers approach literature and how students experience these lessons. The final step consists of an intervention in which eight teachers learned to apply the model to their existing educational practice. We investigated how these teachers experienced the relevance and usefulness of the model after working with it for a year.Results show, among other things, that (1) there is a large variation between the ways in which teachers approach literature, (2) there are substantial differences between the perspectives of students and the practice of teachers, (3) the Language approach is both practically and methodologically an issue, and (4) a model such as the Comprehensive Approach provides teachers with a common language, allowing them to analyze, reconsider, and enrich their own literature curriculum.",

author = "Jasmijn Bloemert",

year = "2019",

doi = "10.33612/diss.101550168",

language = "English",

isbn = "978-94-034-2017-2",

publisher = "Rijksuniversiteit Groningen",

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N2 - English as a foreign language has a prominent position in Dutch secondary education and although the majority of the curriculum relates to language skills, literature also plays an important role in the upper years of HAVO and VWO. However, it is remarkable that since 1863 there have been ongoing discussions about the position, relevance and focus of the literature component. Recent national and international developments have shown a revival in the use of literature in the modern foreign language (MFL) curriculum whereby the position of literature is seen as integrated in learning to communicate in a foreign language.This doctoral research focuses on PCK research and consists of five empirical studies. Central is the development of the Comprehensive Approach to FL literature teaching and learning, a model that takes into account the student, the context, and the literary text. This model was used to investigate how teachers approach literature and how students experience these lessons. The final step consists of an intervention in which eight teachers learned to apply the model to their existing educational practice. We investigated how these teachers experienced the relevance and usefulness of the model after working with it for a year.Results show, among other things, that (1) there is a large variation between the ways in which teachers approach literature, (2) there are substantial differences between the perspectives of students and the practice of teachers, (3) the Language approach is both practically and methodologically an issue, and (4) a model such as the Comprehensive Approach provides teachers with a common language, allowing them to analyze, reconsider, and enrich their own literature curriculum.

AB - English as a foreign language has a prominent position in Dutch secondary education and although the majority of the curriculum relates to language skills, literature also plays an important role in the upper years of HAVO and VWO. However, it is remarkable that since 1863 there have been ongoing discussions about the position, relevance and focus of the literature component. Recent national and international developments have shown a revival in the use of literature in the modern foreign language (MFL) curriculum whereby the position of literature is seen as integrated in learning to communicate in a foreign language.This doctoral research focuses on PCK research and consists of five empirical studies. Central is the development of the Comprehensive Approach to FL literature teaching and learning, a model that takes into account the student, the context, and the literary text. This model was used to investigate how teachers approach literature and how students experience these lessons. The final step consists of an intervention in which eight teachers learned to apply the model to their existing educational practice. We investigated how these teachers experienced the relevance and usefulness of the model after working with it for a year.Results show, among other things, that (1) there is a large variation between the ways in which teachers approach literature, (2) there are substantial differences between the perspectives of students and the practice of teachers, (3) the Language approach is both practically and methodologically an issue, and (4) a model such as the Comprehensive Approach provides teachers with a common language, allowing them to analyze, reconsider, and enrich their own literature curriculum.

U2 - 10.33612/diss.101550168

DO - 10.33612/diss.101550168

M3 - Thesis fully internal (DIV)

SN - 978-94-034-2017-2

PB - Rijksuniversiteit Groningen

CY - [Groningen]

ER -

Getting off the fence: Exploring the role, position, and relevance of literature education in the teaching of English as a foreign language in Dutch secondary education

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