내용-언어 통합 교수학습 (CLIL) 모델 기반 영미문학 교육: EFL 영문학 교육 및 연구의 방향과 SIOP 모델

Abstract

This article introduces an account of literacy research on the use of English literature in L1/EFL contexts and offers new agendas for EFL literature teaching and learning in Korea, which aims to stimulate further research and pedagogical innovation in the field of English literature teaching in Korea. That English literature can and should be placed in the center of English language teaching was a result of the recent studies in culture-bound language learning, authentic texts and contexts, sociocultural perspectives in language learning, reader-response theory in ELT, affect in language learning, sociocultural view of literacy and literariness, discourse theory, interactional uses of language, communicative approach, learning styles and memory, pragmatics, etc. This article, then, attempts an integration of literary (critical) approaches and linguistic studies, literature and language, and content understanding and language skills, working on an application of CLIL/SIOP to the teaching and learning of English literature in EFL contexts. EFL literature teachers, this article argues, should see the need for research on EFL literature teaching in Korea if they search for its own social and academic stance and identity with special reference to ‘'Crisis in the Humanities’ in Korean society. With a practical agenda in EFL literature teaching in Korea, this article aims to contribute to the continuous efforts to integrate what Halls calls “literature, language, educators and students.”