Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Playing with form and meaning: Teaching English as a foreign language in high school
Author(s): Viana, Vander
Zyngier, Sonia
Contact Email:
Keywords: Teaching English as a Foreign Language (TEFL)
teaching English as a foreign literature
pedagogical practice
secondary education
Issue Date: 2009
Date Deposited: 21-May-2016
Citation: Viana V & Zyngier S (2009) Playing with form and meaning: Teaching English as a foreign language in high school. Wanderlore, Year 7 (8), pp. 8-9.
Abstract: First paragraph: The use of imaginative texts in English as a foreign language (henceforth EFL) has experienced different stages, according to Zyngier (2006) and Carter (2007). The first stage goes back to the beginning of the 20th century when literary texts were used in EFL teaching as models for writing and as ways into a culture. For instance, in the case of the grammar-translation method, learning a language implied proficiency in reading literary words in that language. The second stage, from the 40s to the 60s, was brought about mainly by the advent of audio-lingual methods, which held the view that such teaching should concentrate on language structures. As a consequence, literary texts were not used in EFL lessons any longer, being considered a special use of language which was quite distant from the needs of the learner. With the advent of the communicative approach in the 70s and 80s and its focus on language in context, literary texts made their way back to the EFL setting, now seen as sources of authentic language in use.
Rights: As far as we can ascertain there are no restrictions to prevent this work being made publicly available in this repository. If you are aware of any restrictions please contact us ( and we will immediately remove the work from public view.

Files in This Item:
File Description SizeFormat 
Playing_with_form_and_meaning_Teaching_E.pdfFulltext - Accepted Version2.24 MBAdobe PDFView/Open

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.