: In an increasingly competitive global landscape, individuals must adopt and integrate the four Cs, namely collaboration, communication, creativity, and critical thinking, into their learning endeavors. In the present era of education, it is imperative to adopt effective strategies that enhance essential life skills, foster active student participation, and are grounded in rigorous research, all while promoting critical thinking. This essay aims to highlight the substantial influence that literature may have in English as a foreign language (EFL) settings while considering the four Cs. In a broad sense, a literature-based program can derive three significant advantages. The objectives encompassed in this context include expanding students' understanding of literature to foster aesthetic appreciation, showcasing a diverse array of principles explored in substantial literary works, and facilitating the development of various facets of foreign language proficiency. Therefore, it is imperative to prioritize literature-related experiences in contemporary schooling. Section Two presents some justifications for incorporating literature in English as a Foreign Language (EFL) setting. Section Three of the paper examines several studies carried out in the context of the English as a Foreign Language (EFL) classroom. Section Four of the document delineates a range of activities and tactics that can be employed to underscore the importance of high-quality instruction in analyzing and interpreting literary passages. Section Five of the paper outlines the criteria the author has put out to select literary works in English as a Foreign Language (EFL) contexts. Finally, Section Six culminates by presenting a series of recommendations that EFL specialists should consider
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Afzali, K., (2010). Reader-response to reading subgenres: The case of fiction and literary essays. Paper Presented at the Thirtieth PALA Annual International Conference, University of Genoa, Italy.
- Al Alami, S., (2012). Using literature in EFL contexts. In A. Roscoe, and R. Al-Mahrooqi (Eds). Literature teaching in the EFL context. Oman: Sultan Qaboos University. Pp: 203-219.
- Al Alami, S., (2013). Utilizing fiction to promote English language acquisition. U.K.: Cambridge Scholars Publishing. Al Alami, S., 2014. Stylistics within EFL/ESL contexts. US-China Foreign Language Journal, 12(8): 642-649.
- Baba, W.K., (2008). An investigation into teachers' and students' attitudes towards literature and its use in ESL classrooms: A case study at a matriculation center in Malaysia. (PhD Dissertation). University of Leicester, U.K.
- Beach, R., (2004a). Planning and organizing literature instruction: How do I decide what to teach? Available from http://www.teachingliterature.org [Accessed 10 October 2007].
- Beach, R., (2004b). Teaching text and task-specific strategies: How does the shape of a text change the shape of my teaching?
- Available from http://www.teachingliterature.org [Accessed 10 October 2007].
- Booth, W.C., (1998). The ethics of teaching literature. College English, 61(1): 41–55. Bullard, N., 2010. Extensive reading in secondary schools. Read, 1(1): 14–15.
- Busse, B., (2010). Recent trends in new historical stylistics. In D. Mclntyre, and B. Busse, (Eds). Language and style. London: Palgrave Macmillan. Pp: 32–54.
- Busse, B. and D. Mclntyre, 2010. Language, literature, and stylistics. In D. Mclntyre, and B. Busse (Eds). Language and style.
- London: Palgrave Macmillan. Pp: 3-12.
- Carter, R., (2010). Methodologies for stylistic analysis: Practices and pedagogies. In D. Mclntyre and B. Busse (Eds). Language and style. London: Palgrave Macmillan. Pp: 55–68.
- Chen, Y.M., (2006). Using children's literature for reading and writing stories. Available from www.asian-efl-journal.com [Accessed 16 August 2008].
- Christopher, E., (1995). Reading between the lines of literary texts. Proceedings of the Second EFL Skills Conference. The American University in Cairo, Egypt, 2: pp. 192–197.
- Clark, U. and S. Zyngier, 2003. Towards pedagogical stylistics. Language and Literature, 12(4): 339-351.
- Dashiell, P.M., (1995). The literature potential of modern high fantasy: A case study of the exploration of self among adolescent girls in a home-based literature discussion group. Dissertation Abstracts International, 56: p. 3486.
- De Carlo, M., (1999). Literary narrative, interculturality, and the construction of identity. Language Learning, 9(1): 16-30. De Naples, F., 2002. You can always teach. PMLA, 117(3): 496-498.
- Gajdusek, L., (2007). Using literature to teach language in the EFL Classroom. Paper Presented at the Eleventh CTELT Annual International Conference, Dubai, UAE.
- Hall, G., (2007). Theoretical perspectives. In G. Watson, and S. Zyngier (Eds). Literature and stylistics for language learners: Theory and practice. London: Palgrave Macmillan.
- Herrero, E.A., (2006). Using Dominican oral literature and discourse to support literacy learning among low-achieving students from the Dominican Republic. Language Teaching Journal, 39(4): 307.
- Hock, B.V., (1999). The labyrinth of story: Narrative as creative construction: A participatory study. Dissertation Abstracts International, 60: p. 6.
- Jabr, R., (1998). Can we afford not to integrate both reading and writing? Proceedings of the Fifth EFL Skills Conference. The American University in Cairo, Egypt, 5: pp. 56–65.
- Khater, A., (2002). A suggested program to develop reading and writing skills for English language majors in light of content-based instruction. (PhD Dissertation). Ain Shams University, Cairo.
- Leech, G., (2010). Analyzing literature through language: Two Shakespearian speeches. In D. Mclntyre and B. Busse (Eds).
- Language and style. London: Palgrave Macmillan. pp: 15-31. Martin, B., 1992. Literature and teaching. English Journal, 81(5): 56-64.
- McRae, J., (2008). Creative reading and literature with a small 'l.' Manila: ANVIL.
- Omara, H., (2009). Reading creates good writers—paper Presented at the Tenth Egypt TESOL Annual International Conference, Cairo, Egypt.
- Peplow, D., (2010). I have learned quite a lot this evening. I am rereading it. Social negotiations and collaborative acts: The language of book groups. Paper Presented at the Thirtieth PALA Annual International Conference, University of Genoa, Italy.
- Reese, J.D., (2002). The world of literature. English Journal, 91(5): 63–69. Shanahan, T., 1997. Reading-writing relationships. Reading Teacher, 51(1): 12–19.
- Shaw, P., (2007). Teaching the novel The No. 1 Ladies Detective Agency in advanced reading skills class. Paper Presented at the Thirteenth TESOL Arabia Annual International Conference, Dubai, UAE.
- Warner, C., (2010). Using literary pragmatics to teach language as culture: The case of young Werther. Paper Presented at the Thirtieth PALA International Conference, University of Genoa, Italy.
- Zyngier, S., (1994). At the crossroads of language and literature: Literary awareness, stylistics, and acquiring literary skills. (Unpublished PhD Dissertation). University of Birmingham, UK.
- Zyngier, S. and O. Fialho, 2010. Pedagogical stylistics, literary awareness, and empowerment: A critical perspective. Language and Literature, 19(1): 13-3