Proposal: Action Research

Autochthonous Literature in Fuegian Classrooms

Outline
I. Introduction
A. Research problem
B. Research questions
C. General objective
D. Specific objectives
E. Dilimitations and limitations
II. Literature Review
A. Annotated bibliographies
III. Methods
A. Participants
B. Materials
C. Procedures
IV. References

Introduction

Research Problem

The implementation of literature to foster foreign language learning in the language classroom has always been recommended and it is gathered as a sensible supplementation to the contents outlined in national curricula across our country. The reasons why literature is beneficial for language learning purposes are varied; students can be exposed to complex and diverse themes, it allows the encountering of new cultures, customs and traditions and, by exposing them to different types of literary texts they can experience a wide variety of genres, from which they need to infer meaning and interpret different points of view. In short, literature can positively contribute to critical thinking development.

According to Lazar (2013), including literature is working with motivating material as it exposes students to actual use of the language; and when these materials are appropriately chosen, they may feel what they do is significant to their own lives. For this reason, literature can also promote language acquisition because of the inclusion of “meaningful and memorable contexts for processing and interpreting new language” (Lazar, 2013, p.17).  

Taking Lazar’s (2013) idea into account, creating lessons in which literature is used significantly and meaningfully is the salient aim. However, even though literature gives access to different cultures, the uses of literature may also foster regional identity and this has not been extensively exploited in the schools of the province of Tierra del Fuego, Argentina. This province has been the destiny of many countrymen seeking for better opportunities. Yet, the identity of the modern Fuegian citizen has been difficult to outline due to constant internal immigration and emigration as well.

Research questions

In the light of empowering a sense of Fuegian identity, how can we enhance EFL learning by introducing regional literature in state-run secondary schools in our province? In what ways can we assess the effects of introducing these kinds of literary works to 14 to 17-year-old students? How does cultural awareness through foreign language learning contribute to the development of Fuegian identity in these particular students?

General objective

The objective of this paper is to identify the effects of introducing Fuegian literature in the EFL classroom in state-run secondary schools from the province of Tierra del Fuego; particularly in the cities of Rio Grande and Ushuaia.

Specific Objectives

In combination with the general objective, we shall describe the results of using local literature as a resource for teaching EFL and assess the effects of introducing it in the EFL context.

Delimitations and limitations

This action research will be carried out in two secondary school courses from two different cities of Tierra del Fuego: Río Grande and Ushuaia. While these two cities are geographically different, they both are constantly receiving internal immigrants from different parts of Argentina who bring their own cultural traditions and realities, providing new insights to the local diversity. Consequently, the level of proficiently of these students may vary significantly and there will be instances where leveling and adapting materials will be absolutely necessary in order to continue with the research.

Despite the objective of this research is to identify and assess the effects Fuegian literature can have on the EFL classroom, some limitations may arise while conducting the study. One of these may be the amount of time devoted to Foreign Language learning in state-run schools: three 40-minute periods per week, which are not usually enough to cover the content already planned according to the province’s curricular design. Additionally, classes may add up to twenty-five students each and the size of the group will determine the development and implementation of the lessons devoted to the research. Moreover, as the study will be carried out in two different cities by two different teachers of English, collaboration and cooperative work may also involve timing discrepancies and unpredicted last-minute adjustments.

Considering the Literature available, it may not be found translated into English or it may not be of interest to our students. In addition, the adaptations of the material should be done under careful scrutiny as the main message of the literary work could be altered. An interdisciplinary work together with the tutors of the Geography and History areas will be necessary so that to aid students in the understanding of new vocabulary as most of Fuegian literature are myths that relate to nature and civilization efforts in the island.

Literature Review

Annotated bibliographies

Collie, J. & Slater, S. (2011). Literature in the Language Classroom: A resource book of ideas and activities. Cambridge: Cambridge University Press.

Collie and Salter explore the reasons supporting the inclusion of literature in the language classroom; the rationale provided traverses the ten chapters that constitute this book which is divided into three sections: part A; why, what and how to teach literature, part B; activities and worksheets to implement in the classroom, and part C; illustrating how the proposals of part B can be applied to particular literary genres such as novels, plays, short stories and poems.

The authors offer a wide range of possibilities to work in the classroom; they claim they have all been carried out successfully in real language teaching settings. All of the classes and activities presented are aimed at intermediate level students and up; there are not, however, suggestions for lower levels or propositions on how to adapt the materials in such cases.

Giuria, G.(2015). Teaching Literature in the ESL Classroom. A Qualitative Study on Teachers' Views of Literature in an Upper Secondary School Environment in Southern Sweden. LUP ID:8596984. Lund, Sweden: Lund University

Giura presents a qualitative study that took place in two secondary schools from Sweden and her aim is to explore teachers’ objectives regarding the introduction of literature in the language learning classrooms of upper secondary schools, the implications for the schools’ curricula, the influence that teachers’ point of views regarding the uses of literature may have in their practices and the role of literature in the ESL classroom. The latter aspect is expanded into three different fields in which literature has a specific role, literature for language improvement, for knowledge of the world and other cultures, and for personal growth. Results show teachers’ views regarding literature strongly influence the selection of the materials, the progression of the lessons and the assessment of the students’ work.

This piece of work gives interesting information regarding how teachers tend to work with literature in the classroom and it presents several gaps that future teachers can fill with new and innovative ways to include literature in the ESL classroom.

Gómez Rodríguez, L. F. (2015). La influencia del texto literario en el aprendizaje del inglés como lengua extranjera: de la teoría a la práctica. Forma y Función, 28(2), 83-109.

Describes an exploratory study run in a Colombian university. This work derives from a second phase of an investigation that took place in a state-run University of Bogotá, Colombia,  in 2011 “La inclusión de la literatura multicultural en la enseñanza del inglés como lengua extranjera: una convergencia pedagógica para desarrollar la competencia comunicativa intercultural”. It focuses on the implementation of authentic literary texts in a group of undergraduate students of  English as a foreign language and it depicts how literature influences foreign language learning. The study presents the readers with the resulting benefits of including literary texts and it invites teachers and student teachers to enter the world of literature in the language learning environment. This study also paves the way for future investigations in the field.

Lazar, G. (2013). Literature and Language Teaching: A guide for teachers and trainers. Cambridge: Cambridge University Press.

Lazar describes the benefits of including literature in the language classroom and offers a wide range of tasks and guidelines for both teachers and trainers. The author also looks into different approaches to including literature with learners and suggests varied criteria for assessing materials for classroom use.

This book includes distinct chapters devoted to different literature genres: novels and short stories, poetry and plays, as well as materials design together with suggested activities for the classroom. There is also a chapter assigned to reflecting upon the lesson along with another chapter in which the author proposes establishing a self-access literature centre. Any teacher who wishes to include literature in their lessons will find this book resourceful and encouraging.

McKay, S. (1982). Literature in the ESL Classroom. TESOL Quarterly, 16(4), 529-536. Retrieved from: http://www.u.arizona.edu/~jcu/nos/LitinESL.pdf

McKay examines the arguments for and against of using literature in ESL classrooms. Then, she examines the implementation of literature under the scope of language use and language usage according to Widdowson (as cited in McKay, 1982) and how these two interact and may benefit the students’ learning process. She resorts to Rossenblatt’s (as cited in McKay, 1982) distinction between efferent and aesthetic reading, the latter involving the interaction between the reader and the text: what happens during the actual reading of literary works.

The author then discusses how oversimplification of literature may hamper the use of language, cohesion and readability. McKay concludes the real success of including literary genres lies in the selection of materials, ways of application, readability and theme of the pieces selected.

Methods

Participants

Participants will be selected from two cities: Río Grande and Ushuaia. In each case, the selection will be of one group of students belonging to state-run secondary schools; an attempt will be made at deciding on same age groups among 3rd, 4th and 5th years of the E.S.O. taking into account the contents concerned during those years regarding aspects of language use.

Materials

The type of activities will be implemented and/or adapted according to suggestions by Lazar (2013) and Collie and Salter (2011). The literary material will be selected according to the level of complexity and readability among the resources available in English and in case of using works which are in Spanish or the vernacular of Yamana and/or Shelk’nam peoples, the sources will be translated into English. In addition to the literary bibliography students will work with, selected activities, tasks and project works will be designed for the groups, taking into consideration students’ needs, learning skills and interests on the topic. Assessment of the process and progression of the students’ interaction with the material will take place with a portfolio and through the socialization of the results and achievements gained throughout the lessons. Moreover, observation grids will be designed containing the necessary criteria for the assessment of the objectives proposed.

Procedure

A set of lessons will be planned in order to work with Fuegian literature in both settings. Nevertheless, adjustments and adaptations may occur since the particularities of each group may vary and the group’s needs may demand different approaches to literature or tasks. Assessment and observation will be based on the same principles and on a constant basis. Around six to eight lessons of 40 and 80 minutes would be necessary and students will have to work individually, in groups and in pairs. The whole working process will be arranged following the communicative approach throughout a task-based method.

Both teachers involved in this action research will keep journals for self-reflection as well as a teaching assessment instrument.

References

Giuria, G. (2015). Teaching Literature in the ESL Classroom. A Qualitative Study on Teachers' Views of Literature in an Upper Secondary School Environment in Southern Sweden. LUP ID:8596984. Lund, Sweden: Lund University

Gómez Rodríguez, L. F. (2015). La influencia del texto literario en el aprendizaje del inglés como lengua extranjera: de la teoría a la práctica. Forma y Función, 28(2), 83-109.

Collie, J. & Slater, S. (2011). Literature in the Language Classroom: A resource book of ideas and activities. Cambridge: Cambridge University Press.

Lazar, G. (2013). Literature and Language Teaching: A guide for teachers and trainers. Cambridge: Cambridge University Press.

McKay, S. (1982). Literature in the ESL Classroom. TESOL Quarterly, 16(4), 529-536. Retrieved from: http://www.u.arizona.edu/~jcu/nos/LitinESL.pdf