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This chapter draws on a country-wide study of teachers’ attitudes and practices in the secondary EFL classroom in France (Greene 2019, 2017, 2015), following Paran’s (2008) call for more empirical research on the use of literary resources in the secondary classroom. France provides a unique case study, as teachers have skills-based objectives to meet but autonomy in their decisions about the resources to use in their classroom as well as the tasks to use in structuring their lessons (Greene, 2015; La Ganza, 2008). The chapter explores the challenges of teaching English literature in France and outlines the teachers’ justifications for literature they emphasized and avoided.

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Who’s Afraid of Poetry? Moving Beyond Basic Comprehension in the French EFL Classroom

  • 章节

  • 发表日期：

    2025年

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  • Ashira Beutler-Greene

摘要

This chapter draws on a country-wide study of teachers’ attitudes and practices in the secondary EFL classroom in France (Greene 2019, 2017, 2015), following Paran’s (2008) call for more empirical research on the use of literary resources in the secondary classroom. France provides a unique case study, as teachers have skills-based objectives to meet but autonomy in their decisions about the resources to use in their classroom as well as the tasks to use in structuring their lessons (Greene, 2015; La Ganza, 2008). The chapter explores the challenges of teaching English literature in France and outlines the teachers’ justifications for literature they emphasized and avoided.