Literature in Contemporary Foreign Language School Textbooks in Russia: Content, Approaches, and Readability

Autor/inn/en	Calafato, Raees; Gudim, Freda
Titel	Literature in Contemporary Foreign Language School Textbooks in Russia: Content, Approaches, and Readability
Quelle	In: Language Teaching Research, 26 (2022) 5, S.826-846 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calafato, Raees)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820917909
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; Textbooks; Content Analysis; German; French; Secondary Education; Literature; Curriculum Development; English (Second Language); Grade 10; Grade 11; Russia + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Deutscher; Französisch; Sekundarbereich; Literatur; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; School year 11; 11. Schuljahr; Schuljahr 11; Russland
Abstract	In light of the growing importance placed by states on the use of authentic materials in foreign language education programs, this study explored the literary content found in the 18 English, French, and German ministry-approved language textbooks used in upper-secondary schools in Russia. The study identified 150 literary texts, following which it compared how English, French, and German textbooks differed in their approaches to incorporating literature. The findings indicate significant differences between textbooks across languages, as well as some similarities. The study discusses the implications of the findings for learner achievement and motivation, and offers recommendations regarding what can be done to incorporate literature in ways that can deepen learner interest and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01