English literature as a resource for teaching English as a foreign language: The reflections of English language teachers working with sixth graders

The purpose of the present research was to examine English teachers’ experiences of selecting English literature for their English as a foreign language classes for the sixth-grade pupils in Finland. Moreover, the purpose of the research was to discover the views the English language teachers held about literature and what kind of English literature they chose for their pupils in their lessons. In addition, the research examined the purposes and reasons which guided and influenced the English language teachers’ selection of English literature. Furthermore, the research was carried out to ascertain what kind of activities were used based on English literature featured in their teaching. The theoretical framework in the present research was built around foreign language teaching and learning in Finland. In the present research the methodology employed was qualitative, and the gathered data was collected with a semi-structured interview method. The data was gathered in winter 2018 by interviewing five English teachers who taught English in the Finnish primary schools for 12-13-year-old children in the Pirkanmaa area. The main research findings conclude that the English teachers viewed literature as a complex entity which was not easily defined due to the digitalisation of the modern society. Moreover, the present research indicated that the teachers viewed English literature as a useful resource in teaching which was selected based on the pupils’ individual needs, interests and motivation towards English and reading English literature. These were considered as the basis for selecting literary texts. In addition, differentiation according to each pupil’s ability was the starting point in supporting the pupils’ individual language development. According to the research results, the main reasons for choosing English literature considered the development of the pupils’ language proficiency. Furthermore, the English teachers chose English literature for the purposes of developing the pupils’ linguistic, social, and emotional skills. In addition to the teachers, family and friends also had an important role in motivating the pupils to read English literature. What is more, the research findings indicated that besides the English language textbook, the English language teachers chose both fictional and non-fictional English language texts covering various literary genres. According to the research findings, activities, such as drama and presentations were linked to the English literature. These activities were used to develop the pupil’s language abilities