Learning from teachers and pupils in literature: case-based aesthetic reading in EFL teacher education

Austria, ID LLCE2015-116

Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language and personal growth model (Carter & Long 1991). In the context of EFL teacher education the core question is: can literature also contribute to the professional development of EFL trainee teachers and, if so, how? Based on the assumption that “school-related” English-language literature can be used for professional case-based work this paper reports an interdisciplinary model of literature in education which synthesizes case theory (Steiner 2004) and the theory of dialogic aesthetic reading (Delanoy 2002), thus providing both literary experience and professional learning in EFL teacher education.

Key words: English literature, aesthetic reading, case-based work, EFL teacher education