From Text to Context: A Multidimensional Perspective for Integrating Literature in EFL Teaching

This article examines the importance of literature in the Teaching of English as a Foreign Language (TEFL). It also looks for implementation possibilities of different forms or art in the process. American and English literary works have been integrated into the Algerian EFL curriculum, maybe, to address a cultural issue in learning. According to local impressions, this is the sole explicit issue learners have been made aware of until now. It becomes authentically noticeable when the degree and quality of exploitation of literary material for other needs than running literary studies is gauged. In fact, the use of literature in teaching English as a foreign language is scarce and nonsystematic. The theoretical elaboration begins with a field observation at the English departments of Algiers 2, ENSB, and Blida University as an empirical impetus that reinforces the problem statement. Furthermore, the endeavor follows with a listing of benefits that are distributed over inherent dimensions that constitute the profile of an EFL learner. The facets of literature use are presented in relation to their role in the teaching and learning process, with particular focus on the exclusive opportunities, especially rare ones, that literary works provide as authentic materials. It then turns to possibilities for practical implementation touching the area of learners’ skills and learning strategies. This intervention is an attempt to explore the various dimensions in which literature can be employed as teaching material. A theoretical introduction will disambiguate key concepts related to this topic, providing a framework for the intervention.