From Pages to Practice
10 Years of Teaching Literature in English Classrooms in Norwegian Lower Secondary School
Bibliographic Data
| ID | 10722066 |
|---|---|
| Authors | Katherina Dodou (0000-0001-7415-4676, Department of Teacher Education and School Research University of Oslo Oslo Norway, corresponding author), Lisbeth M Brevik (0000-0003-2478-5677, Department of Teacher Education and School Research University of Oslo Oslo Norway) |
| Year | 2025 |
| Volume | 60 |
| Issue | 4 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.70039 |
| OpenAlex | W4412847000 |
| Language | EN |
| Citations received | 2 |
| References cited | 51 |
Having opportunities to work with literary texts in language teaching is crucial to promoting students' language development, general education, and personal growth. Despite the recognized importance of reading literary texts in research and in policy, to date, little is known about the frequency and characteristics of literature instruction in the teaching of English as a second, foreign, or additional language. To illuminate classroom practices, this large‐scale, longitudinal, video‐observation study of naturally occurring English instruction in Norway examines to what extent students read literature in the classroom, what kinds of literary texts are read, and what opportunities teachers create for students to explore those texts across 200 lessons. The study involves lower secondary English teaching in 43 classrooms during the past decade (2015–2024) and integrates a quantitative mapping of the presence and forms of the literature read with a qualitative analysis of the literature lessons using an observation protocol for exploration in teaching. The results indicate that literary texts were often included in English teaching and that their presence was consistent over time. However, there may be a need to support teachers in implementing in‐depth explorations of literary texts that can foster students' engaged, reflective, and multilayered literary reading and response
Linguistics · Mathematics education · Norwegian · Pedagogy · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Philosophy · Psychology
The Dialogic Imagination
Russian formalist criticism
From Foreign Language Education to Education for Intercultural Citizenship
Structuralist Poetics
The Ethics of Identity
Qualitative and descriptive research
This Land is My Land
Postcolonial and cosmopolitan connections
Life skills education in secondary language classrooms
Literature and language education
Fostering the Hospitable Imagination through Cosmopolitan Pedagogies
Interrogating video data
Exploring EFL literature approaches in Dutch secondary education
Practices that cross disciplines
Why should learners of English read? Norwegian English teachers' notions of EFL reading
Missed opportunities of text-based instruction
Age as a factor in Russian EFL teacher attitudes towards literature in language education
Respecting complexity in measures of teaching
The role of literature in instructed foreign language learning and teaching
Language Use in the Classroom
The Challenge of Cultivating National and Cosmopolitan Identities Through Literature
To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms
On Cosmopolitanism and Forgiveness
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |