Article published in:
AILA Review
Vol. 34:2 (2021) ► pp. 145–186

Literature and language education

Exploring teachers’ views on teaching foreign language through literature in bilingual secondary schools in Madrid (Spain)

| Universidad Politécnica de Madrid
| Universidad Complutense de Madrid
| Universidad Politécnica de Madrid
This study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.
Keywords: foreign language literature teaching and learning, teacher education, bilingual education
Article outline
  • 1.Introduction
  • 2.The theoretical background
    • 2.1Research on teaching foreign language through literature
    • 2.2Teachers’ views on teaching foreign language through literature
    • 2.3Foreign language through literature teaching curriculum: The region of Madrid
  • 3.Empirical framework
    • 3.1Objectives and research questions
    • 3.2Method
      • 3.2.1Participants
      • 3.2.2Methods and instruments
  • 4.Results
  • 5.Discussion and conclusion
  • Notes
  • References
Published online: 31 January 2022
https://doi.org/10.1075/aila.21003.bob
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