Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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2. Review of the Literature
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2.1. Theoretical Background
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2.1.5. The Methodology of Global Competence Development in the EFL Classroom
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2.1.5.5. Global Competence Development through Literary Texts

2.1.5.5. Global Competence Development through Literary Texts

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Even though literature has been present in the EFL classroom since the 1960s (Hall, 2005) and the resurgence in research on the topic is apparent (Paran, 2008), the question as to whether it is still relevant and suitable in the 21st century EFL classroom needs to be addressed. Its benefits include language learning and language skills development (Collie & Slater, 1987; McKay, 1982), cultural knowledge (Collie & Slater, 1987; McKay, 1982), creativity (McKay, 1982), and motivation (Hall, 2005; McKay, 1982), however, these arguments on their own may not be convincing enough when countless sources and mediums are available to EFL teachers.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

First and foremost, it must be pointed out that all kinds of texts can be interpreted in various ways (Widdowson, 2004). Every text consists of words and sentences that are constant, however, readers “read their own different meanings into it to bring them in line with their own preconceptions” (Widdowson, 2017, p. ix). What makes literary texts unique is that “they provoke diversity by their very generic design in that they do not directly refer to social and institutionalized versions of reality but represent an alternative order that can only be individually apprehended” (Widdowson, 2004, p. 135). Thus, readers read the same text, but they see it differently, they “derive different discourse from it” (Widdowson, 2004, p. 136) by having their own interpretations. As Myhill (2007) posits, we bring our own “previous reading experiences, our own life experiences, and our knowledge and values” (p. 52) into the reading process and make our interpretations of the text based on these experiences. Focusing on the EFL classroom, different interpretations of the same text make the class think, discuss, question and debate, which are skills needed by globally competent people.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Second, it must be mentioned that literary texts provide new perspectives and insights, and they can also challenge readers “in their established modes of thinking and feeling” (Delanoy, 2018, p. 144), which also contributes to the development of critical thinking skills. With the help of literature, students can identify “multiple perspectives on a subject” and the “perspective and values needed for a sustainable world” (UNESCO-MGIEP, 2017, p. 172), thus developing their perspective-taking, interpretation and thinking skills (which are all elements of global competence).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Cultural differences presented in these texts evoke and promote tolerance in the reader (McKay, 1982); and they may transform attitudes, eliminate prejudices, and introduce global issues (Ghosn, 2002). Several researchers suggested using literary texts revolving around controversial and/or global issues to develop students’ intercultural competence (Burwitz-Melzer, 2001; Cunico, 2005; Matos, 2005; Pereszlényi, 2023) and global awareness (Myhill, 2007, Merse, 2015; Valente, 2004). Nevertheless, there is a relative lack of available empirical studies in connection with the use of literature in developing intercultural and global skills. As Hall (2005) notes, “literature is said to promote intercultural understanding and mutual respect, though how exactly it might do this is left implicit” (p. 73). Numerous studies are based on empirical evidence (see Bender-Slack, 2002; Ghosn, 2004; Merse, 2015; Valente, 2004); however, the methodology which would enable teachers to use the materials in their classes is missing from many of them (see Bradbery, 2012; Lo, 2010). Nevertheless, to showcase ways in which literary texts can be brought into the EFL classroom to develop students’ global competence, Section 2.2.4.2 presents some good practices.
 
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