TEACHING GENDER AND SEXUAL DIVERSITY THROUGH LITERATURE IN THE EFL CLASSROOM
Paola Rotger Viruela
Teacher Training (English and German)
Centre for Postgraduate Studies
Academic Year 2020-21
TEACHING GENDER AND SEXUAL DIVERSITY THROUGH LITERATURE IN THE EFL
CLASSROOM
Paola Rotger Viruela
Centre for Postgraduate Studies University of the Balearic Islands
Academic Year 2020-21
Key words:
LGBTQI+ community, literature, critical thinking, cooperative and collective work
Thesis Supervisor: Yolanda Joy Calvo Benzies
ABSTRACT
The LGBTQI+ community still suffers from discrimination and a tremendous lack of visibility in spite of the rights achieved in the last decades. With regards to this, heterosexuality is still broadly assumed in educational contexts.
Consequently, topics related to LGBTQI+ identities tend to be avoided both inside the classroom as well as in the teaching materials used. The objective of this dissertation is hence to present a didactic proposal based on the use of literature in English with which students can be educated in sexual and gender diversity in school. More specifically, a proposal based on LGTBQ literature in English has been designed for second-yearBachilleratostudents. Furthermore, this proposal intends not only to help learners improve their critical thinking abilities, but also engage them in both cooperative and collaborative work.
Finally, attention will be paid to the four language skills and the different basic learning competences as well.
Keywords: LGBTQI+ community, literature, critical thinking, cooperative and collective work.
Contents
1. Introduction………...………...………...………...……….1
1.1. Structure………...………...………...……..………....…..2
2. Literature review………...………...………...………..…….…3
2.1. LGBTQI+ rights in the last decades………...………..…...3
2.1.1. LGBTQI+ rights in Spain after Franco’s dictatorship…...…..3
2.1.2. Current situation of LGBTQI+ rights in Spain………....…….5
2.1.3. Heteronormativity in schools………...………...………7
2.2. Literature in EFL teaching………...………...……...……...12
2.2.1. Literature in Spanish education………...………...12
2.2.2. Advantages of using literature in SLA………..……….15
2.2.3. LGBT literature………...…...………...…………....17
2.3. Approaches and tools………...………...……...…………....19
2.3.1. Authentic materials………...……...……….19
2.3.2. Critical thinking………...……...………...………....20
2.3.3. Cooperative and collaborative learning………...……..23
3. Didactic proposal………...………...………...………....26
3.1. Session 1………...………...………...………...……..29
3.1.1. Objectives………...………..………...……….…….29
3.1.2. Pre-activity………...………...……..……….…30
3.1.3. Activity………...………...………...…………...31
3.1.4. Post-activity………...………...………...31
3.2. Session 2………...………...………...………….…32
3.2.1. Objectives………...………...…...………...….32
3.2.2. Pre-activity………...………...………..……….33
3.2.3. Activity………...………...………...…...….34
3.2.4. Post-activity………...………...………...34
3.3. Session 3………...………...………...………….………35
3.3.1. Objectives………...………...………..….….35
3.3.2. Pre-activity………...………...……….………..35
3.3.3. Activity………...………...………...…………...36
3.3.4. Post-activity………...………...………...36
3.4. Session 4………...………...………...………...…..37
3.4.1. Objectives………...………...………...….37
3.4.2. Pre-activity………...………...………...38
3.4.3. Activity………...………...………...…………...39
3.4.4. Post-activity………...………..………..39
3.5. Session 5………...………...………...………...…40
3.5.1. Objectives………...………...………....……40
3.5.2. Pre-activity………...………...………...…41
3.5.3. Activity………...………...………..41
3.5.4. Post-activity………...………...……….……....42
3.6. Session 6………...………...………...………...…..42
3.6.1. Objectives………...………...………...……….42
3.6.2. Pre-activity………...………...……..……….43
3.6.3. Activity………...………...………...…………...44
3.6.4. Post-activity………...………...………...…..…45
3.7. Assessment………...………...………...………...46
4. Conclusion………...………...………...……….……..…47
5. Works cited………...………...………..……...…………...50
6. Resources used………...………...………..……...………...56
1. Introduction
Paramount improvements have been generally achieved regarding human rights during the last decades. Accordingly, the LGBTQI+1 community is on its way to reaching considerable legal and social enhancements in most Western countries. Nonetheless, in spite of the accomplishments obtained, true equality between LGBTQI+ citizens and cisheterosexual2 individuals is still nothing but utopian. Regarding this, abundant LGBTphobic events continue occurring every year (Álvarez, 2021; Casanova, 2019; Gisbert, 2021; Observatorio Andaluz Contra la Homofobia, Bifobia y Transfobia, 2018-2019) which prove that action must still be taken. With respect to this, schools are key entities in terms of social education, since they are one of the few institutions the vast majority of individuals take part in for a significant number of years. Such fact thereby entails that since they play a crucial role in the shaping society’s values, it is totally necessary they openly normalise and embrace LGBTQI+ identities to put an end to discrimination. Unfortunately, a great number of scholars have stated that the educational system is still extremely heteronormative3 (Atkinson &
DePalma, 2008; Gray, 2013; Paiz, 2015; R⊘thing, 2008). For this reason, the aim of this dissertation is to design a didactic proposal with which teenagers can encounter LGBTQI+ themes in the EFL classroom and be educated in sexual and gender diversity through literature.
As to this, despite the numerous benefits of using literature in Second Language Acquisition (SLA), this authentic material is broadly neglected in Spanish English as a Foreign Language (EFL) education. Indeed, literary materials are tackled in the local language subjects, even though not successfully (Trigo et al., 2020). In Spanish schools, teenagers are usually obliged to read uninteresting books autonomously to finally undergo an exam, which is highly discouraging. Consequently, in the proposal at the end of this
3 Heteronormativity is the belief of heterosexuality being the most normal or natural sexual orientation.
2 Blending between ‘cisgender’ and heterosexual. Cisgender people are individuals whose biological sex corresponds with their gender. A cisheterosexual person is, hence, someone who is both cisgender and heterosexual.
1Lesbian, Gay, Bisexual, Transgender, Queer and Intersex.
dissertation, learners are expected to work on two LGBTQI+ books —Oranges Are Not the Only Fruit by Jeanette Winterson and Adam by Frances Poet—
about different themes they could feel related to. For instance, apart from issues related to gender and sexual diversity, these stories talk about family matters, love, as well as the sense of belonging, among others. Additionally, instead of pupils only doing an exam at the very end of the plan, both books will be progressively worked on in class. Moreover, youngsters will be encouraged to apply their critical thinking abilities from the information they will withdraw from the books. Hence, they will reflect on the LGBT struggle and develop empathy and respect towards it. In addition, most of the activities in the proposal are designed to be conducted in teams, which will motivate pupils, as well as prompt them to help their classmates and appreciate the importance of unity.
Finally, since no didactic proposals combining LGBT literature, teamwork and critical thinking have been developed so far, we find this plan highly advisable.
1.1. Structure
As for the structure of this dissertation, it contains two main sections. The first of them consists of a literature review, while the second is a didactic proposal.
With respect to the former, a deep analysis on the evolution of the rights of the LGBTQI+ community in Spain will be provided. After that, some scholars’
studies on the role of schools in the perpetuation of heteronormativity will be examined. Subsequently, there will also be a scrutiny of the situation of literature in EFL teaching in Spain and the benefits this material provides, focusing especially on LGBT works as well. This section will finish by examining the three main materials and approaches around which the didactic proposal has been designed. Accordingly, the advantages of using authentic materials, and the importance of both developing students’ critical thinking and including cooperative and collaborative work in the classroom will be presented.
The second main section consists of a didactic proposal to educate teenagers in sexual and gender diversity through literature. This proposal contains six different sessions based on the use of this authentic material, and that are aimed at boosting learners’ critical thinking abilities as well. In addition,
most of them are meant to be performed in groups or pairs to make them cooperative or collaborative. Besides this, before developing each session the objectives and competences that are intended to be achieved throughout it will be explained. After that, the three different parts in which each session is divided will be presented, namely a pre-activity, an activity and a post-activity.
The last session will entail pupils’ assessment, with which they will be able to show what they have learnt throughout the implementation of the plan. The items and materials taken into consideration when assessing students will also be explained. Lastly, this paper will end up with a conclusion that encompasses the main ideas and learnings obtained during the process.
2. Literature review 2.1. LGBTQI+ rights in the last decades
The rights of the LGBTQI+ community have undergone massive changes in the last decades; such variations have resulted in an enhancement of the society’s attitudes towards this group of people, as well as legal measures to protect them. Regarding this, Humphrie (2011) explains how those countries that had first achieved some improvements in this field have influenced other nations to reach the same status of freedom. However, in spite of the numerous improvements achieved in most Western countries, abundant episodes of discrimination against this collective continue to occur these days. As a consequence of this, it is absolutely paramount for citizens to be educated in respect towards diversity. In this section the evolution of the rights of the LGBTQI+ community in Spain from the second half of the twentieth century up to the present day will be approached. After that, the role of schools in the perpetuation of heteronormativity will be analysed.
2.1.1. LGBTQI+ rights in Spain after Franco’s dictatorship
It is well-known that Francisco Franco’s dictatorship (1939-1975) was a detrimental period for freedom of expression, especially for lesbian, gay,
transgender and any other queer individuals. With regards to this, Humphrie (2011) explains how a Vagrancy Act was implemented by the Spanish regime in 1954, with which homosexuality was declared illegal and LGBT people were sanctioned in the same way as child molesters. Some decades later, and a few years before the end of the dictatorship, the Ley de Peligrosidad Social was instilled from 1970 to 1979. With this law, it was legally allowed —and even encouraged by the government— to apply torture methods on LGBT individuals.
Nine years later, this act was abolished, although it was substituted with the Law of Public Scandal from 1983 to 1989 (Ministerio de la Presidencia, Relaciones con las Cortes y Memoria Democrática, 2016).
After Francisco Franco’s death, the Spanish society underwent a process of liberation that clashed with the enormous repression the population had suffered for almost forty years. During this transition from darkness to freedom, the flourishing of a movement that would represent the end of political and sexual oppression took place: La Movida4 (Humphrie, 2011). This movement entailed a significant change for LGBT rights, since it implied a new Spanish identity that encompassed music, art and literature based on rebelliousness and freedom of expression. According to Platero (2007), from the 1980s onwards, the laws that entailed discrimination towards homosexuals, such as the Public Scandal law, among others, started being removed. However, it was not until 2005 when Spaniards voted in favour of same-sex marriage. In spite of progress’s victory, the approval of this right had been harshly criticised by the Spanish conservative party (Partido Popular) and the Catholic Church.
Regarding the latter, even though its power has suffered a dramatic decay, it still has a lot of influence in the country’s society and mindset. As Platero (2007) states, these two entities have therefore advocated traditional families as the one and only option for proper citizenship, and they have deemed some progressive movements (such as LGBT and women’s rights) to be enemies that corrupt society. Thus, due to the historical background the country has, it is
4La Movidawas a cultural movement that emerged in Spain during the first years of democracy after the death of the dictator Francisco Franco in 1975. It clashed with the oppression of the
inevitable that both progress and normalisation of different types of sexualities and identities that swerve from tradition are achieved at a slow path.
2.1.2. Current situation of LGBTQI+ rights in Spain
Although it is not easy to determine every single attainment on sexual identity freedom in the country due to the implementation of different laws depending on the community, homosexuality is generally accepted throughout Spain. In fact, out of the fourteen countries that had accepted same-sex marriage in 2013, Spain had been the fourth of them to make it legal (Gil, 2013). However, even though Gil (2013) expresses that an 88% of Spaniards acknowledge and defend queer rights, discriminatory behaviours still exist in the country.
Unlike some decades ago, all the areas in Spain currently have their own legal documents to protect the LGBT community. For instance, the Madrilenian government established the so-called Ley de Protección integral contra la LGTBIfobia y la discriminación por razón de orientación e identidad sexual. In compliance with this law, every person has the same legal rights regardless of their sexual orientation and gender identity. Furthermore, this document has also propelled the creation of several associations, foundations and platforms to promote LGBT rights in the territory (Ministerio de la Presidencia, Relaciones con las Cortes y Memoria Democrática, 2016). As a consequence, attacking or humiliating an LGBTIQ+ member due to their condition is illegal, since it is legally considered a hate crime. Moreover, in pursuance with this law, conversion therapy5 is not permitted. Additionally, coeducation is promoted to prompt real equality with regards to life opportunities for everyone, as well as the eradication of any discriminatory behaviour against any LGBTQ+ member.
Nonetheless, in spite of the fact that belonging to the LGBTQI+
community is completely legal throughout the whole country and most Spaniards seem to accept it (especially homosexuality), violence is still cruelly applied against its members. With respect to this, a total of 349 hate crimes
5A set of harmful procedures performed on LGBTQI+ individuals in order to, supposedly, make them change their condition.
against non-heterosexual and non-cisgender6 people were registered in our country between 2018 and the first months of 2019. This means that LGBTphobic attacks have incremented with regards to the previous year (Observatorio Andaluz Contra la Homofobia, Bifobia y Transfobia, 2018-2019).
For instance, on June 28th 2019 (Pride Day) a video about a gay boy being verbally assaulted in a shopping centre became viral (Casanova, 2019). In Valencia, another gay man also suffered a homophobic attack, in which he was threatened by a neighbour with a cane (Gisbert, 2021). These events, in addition to many more, are a living evidence that, unfortunately, and despite Spain being quite advanced in terms of human rights, LGBTQI+phobia is still frequently present.
Besides that, transgender people are probably the most affected group, since their condition is not as widely accepted as, for instance, homosexuality (Álvarez, 2021). First of all, not that long ago, numerous dangerous procedures were compulsory for them to obtain simple rights such as the possibility of changing their names legally, which is something basic for many trans people to be recognised as whom they truly are. For instance, in order to achieve that step, it was not until 2007 when they stopped being required to undergo a sex reassignment surgery. Additionally, hormonal treatment was compulsory to obtain this right (Ministerio de la Presidencia, Relaciones con las Cortes y Memoria Democrática, 2007). These days, even though the situation has slightly improved, trans people still need to go through a psychological diagnosis to legally change their names. As for children, they are allowed to be administered a hormonal blockage at the beginning of puberty, although they cannot start a hormone treatment until the age of 16, which usually involves a very long and frustrating procedure for them. Recently, a new law has been under discussion, as it proposes that neither a gender reassignment surgery nor hormonal treatment will be compulsory for trans people to change their names in official documents. Moreover, it is also suggested in this law that no parental consent will be needed from the age of 16 onwards to carry out such procedures (Fernández, 2021). That proposition has provoked a lot of
controversy among Spanish citizens, although those in favour express it will help many trans children whose condition is despised at home.
Apart from legal difficulties, abundant cases of physical attacks on the trans population are still registered. In fact, 41% of the LGBTQI+ members declared to have suffered some kind of discrimination in 2020. More specifically, 51% of trans people and a 52% of intersex people have affirmed to have been victimised (“El 41% de los LGBT”, 2020). An outstanding example of this was the case of a 19-year-old transgender girl from Barcelona who was brutally attacked in November 2020. She reported the aggression on social media to show that sexual and gender diversity is still cruelly discriminated in this country (Agencias Barcelona, 2020).
2.1.3. Heteronormativity in schools
Schools play a crucial role in the development of society, since the majority of people spend an enormous number of hours there during their youth. For this reason, it is paramount for schools to be places where discrimination is not overlooked. Unfortunately, they somehow perpetuate heteronormativity.
Evidence of this fact can be found in different aspects, such as an inadequate representation of the LGBTQI+ community in the curriculum, the role carried out by unprepared teachers, as well as the use of extremely heteronormative textbooks.
As Paiz (2017) states, it was not until the beginning of the nineties when scholars started to defy heteronormativity in the educational field. Regarding this, the author explains how during that decade, both students and teachers were directly considered heterosexual unless they proved otherwise. Thus, such belief in which heterosexuality is assumed entails the conception of other orientations and identities non-dominant or minor, and whereby, secondary.
R⊘thing (2008) expresses how sexual and gender diversity is negatively worked on in the Norwegian curriculum. As to this, sex education in Norway is based on projects carried out around one single concept such as sexually transmitted diseases, the idea of love or types of families. However, those options that are
not chosen are not covered. Therefore, if, for example, a pupil does not expressively choose homosexuality or bisexuality, it is very unlikely they will normalise these situations by themselves in the future, as such conditions are not completely normalised in the society either, yet. Furthermore, the fact that heterosexuality is not one of the available topics proves how it is widely assumed.
In addition to this, teachers play a crucial role in the spreading or stoppage of heteronormativity. In a study carried out in three different schools in Norway, the results showed that most participating teachers were unprepared in the field of diversity. Even though some informative sessions about LGBTQI+
rights are held, in many cases, non-heterosexual practices are described as a phase and focus is placed on portraying homosexuals in an othering way. In other words, those teachers deemed non-heterosexual practices to be something that, somehow, needed to be tolerated (R⊘thing, 2008). Thus, when something needs to be tolerated, it means that such element is uncommon.
That is hence the main reason why some people think homosexuality ought to be tolerated, but no one would ever doubt whether heterosexuality is a practice to be accepted or not.
On top of that, Atkinson and DePalma (2008) also conducted a study in which teachers shared their points of view on sexualities’ equality in primary school and the results obtained are in line with R⊘thing’s idea of educators not being prepared enough on sexual and gender diversity. On the one hand, many teachers (both heterosexual and non-heterosexual) did not seem to be in favour of the idea of teachers being openly lesbian or gay at school. Conversely, they did not seem to be shocked about teachers suggesting or implicitly expressing their heterosexuality (by, for example, talking about their partners using gendered pronouns). In fact, they admitted lesbian and gay teachers have to make efforts to hide their condition in the centre. In contrast to that, most interviewees ensured heterosexual teachers do not ‘come out’ as such, in spite of some casual conversations about wedding planning and announcements, for example. Regarding this, Gray (2013) agrees with Atkinson and DePalma in the
fact that it is still not normalised for teachers to come out as homosexual in the centre, since it may entail certain risk of being rejected in the educational community. Hence, three different behaviours tend to appear in this case: not coming out, coming out to colleagues only, or coming out to students as well.
Whichever option one chooses involves a risk that can be emotionally draining to an enormous extent. Likewise, the scholar stated that, generally, only LGBT teachers tend to consider the LGBTQI+ theme relevant in education, whereas it should be all the teachers’ duty to normalise sexual and gender diversity.
Additionally, the sexualisation of homosexuality was a common theme among participants in the investigation and, therefore, they considered non-heterosexual practices inappropriate for young students (Atkinson &
DePalma, 2008). On top of that, they showed their discontentment about discussing such orientations publicly in school. Moreover, not only did the vast majority of participants declare it would be improper to address non-heterosexual orientations in the classroom, but that it would also be hazardous.
Besides that, Larrabee and Kim (2010) administered a questionnaire to teachers about their perception of families. The results obtained indicated that educators included specific types of families in the curriculum depending on their own ideas of what a family was. Consequently, the outcomes revealed that most teachers would not include in the curricula those alternative types of family they did not consider a family themselves. Because of this, if a teacher, for example, did not consider families with lesbian or gay parents to be families, they would not tackle them in the classroom. However, when participants were asked whether they considered same-sex families a family and whether they would include examples of these in the curriculum, no correlations were found.
As for the former question, about 75% of them responded they did, but only 46% of them said they would include them in the curriculum. This is hence a fact that proves that homosexuality is still a taboo. The authors add that by including more examples of non-heterosexual families, they would become more normalised. At the same time, the number of cases of bullying and
harassment to LGBTQI students would decrease, which would reduce the number of early school-leavers. As a consequence, there would be an enhancement in all students’ health and educational success.
As for the harassment suffered by LGBTQI+ students at school, according to Observatorio Andaluz Contra la Homofobia, Bifobia y Transfobia (2018-2019), 26% of Spanish students who belong to this group decide to hide their condition to avoid being bullied. Furthermore, 49% of them expressed to have been discriminated in some way. At the same time, 42% declared that the LGBTQI+ theme was addressed to in their educational centre in a positive way.
Even though this percentage is higher than the European average, this means that in 58% of occasions it has been neglected (in the best of cases) or considered something harmful.
Additionally, materials used in class can also have an impact in the perception of the LGBTQI+ community among students. Consequently, textbooks are not an exception, since they are vastly used by teachers. Hence, as Paiz (2015) expresses, textbooks can contribute to the perpetuation of heteronormativity in the educational field through a lack of representation of sexual and gender diversity in them. The scholar states, in fact, that ESL books do this both explicitly and implicitly. As for the former, books fail at defying heteronormativity by only representing heterosexual couples in both written and visual examples. Meanwhile, ESL books implicitly neglect sexual diversity by avoiding any materials that could lead to a discussion about this topic. In his study, Paiz scrutinised several textbooks from different publishers to find out to what extent ESL textbooks were heteronormative. The results showed that heteronormativity is extremely present in this type of material regardless of the proficiency level of the learners they are addressed to. Moreover, it is also found in extensive reading texts in these books, and, because of this, it is unlikely learners will encounter materials that challenge cisheteronormativity unless their teacher decides to include them in their lessons. Also, the author states that little change has been made in terms of inclusion in textbooks in the last decades.
In addition to this, the author points out that it is vastly believed that adapting textbooks in order to provide visibility to the LGBTQI+ community is not necessary. Nonetheless, planning lessons is a highly time-demanding task, and using a textbook can be extremely helpful for some language instructors.
Furthermore, a great amount of time is invested in other tasks that are not directly connected to lesson planning, but that are part of the job. Consequently, many teachers rely on these books due to a paucity of time (Paiz, 2017).
Including LGBTQI+ inclusive materials is hence paramount, since not only are textbooks useful for overloaded teachers in general, but they are also extremely helpful for those teachers who have just started doing that job. This way, new teachers will have a non-discriminating guide while they get familiar with the profession.
In the same way, De Vincenti et al. (2007) conducted a study in which they scrutinised several language textbooks (for Japanese, French, and Italian, among others). The scholars drew the conclusion that inclusion of queer references can be both beneficial or detrimental depending on how they are presented. For instance, in one of the French books that were observed, a homosexual couple was included, but one of the partners was said to suffer from AIDS. The study also determined that in some cases topics like relationships and families are neglected in some of the analysed materials. Due to this fact, covering these topics depends totally on the teachers, who, as discussed above, will very likely proceed according to their own beliefs.
In brief, the progress in the acquisition of rights for the LGBTQI+
community in the last years is evident. Nonetheless, there is still a long way to go because, despite this group’s rights being increasingly acknowledged day by day, our society is still immensely cisheteronormative. This factor is evidenced in the number of attacks and discriminatory behaviours that are yearly produced against the community. For this reason, it is totally crucial for schools to be an active part in the youngsters’ learning not only academically, but also emotionally and morally. Schools are hence open windows to the world, where students learn and interact with their peers, which makes them the perfect place
where they can become more conscious and respectful towards sexual and gender diversity.
In this section, the evolution of the rights of LGBTQI+ community in Spain throughout the last decades has been explained. Additionally, the general situation of this community in schools has been analysed. In the following sections of this dissertation, the focus will be placed on different aspects regarding literature in EFL teaching.
2.2. Literature in EFL teaching
Literature is the main material the didactic proposal at the end of this thesis will be based on. It is not unknown that literature is highly beneficial for learning, and language learning is not an exception. Nevertheless, literary works are not very commonly used in second language acquisition processes. Throughout this next session literature in Spanish education will be scrutinised, as well as the advantages of using this type of art in class and more specifically, LGBT literature.
2.2.1. Literature in Spanish education
Literature is considered to be extremely beneficial for knowledge acquisition in many different fields, especially in the linguistic aspect. Notwithstanding that, some factors in Spanish education impede the possibility of both teachers and students to obtain the best of it. Three of the causes that lead to this situation are the non-presence of literary works in the EFL curriculum, teenagers’
reluctance to reading and some specific impediments that provoke the neglection of literature in the classroom.
Firstly, in Spain, students are extremely used to having to work on literature in non-foreign linguistic languages (for example, Spanish and Catalan in the case of the Balearic Islands). In fact, in the Secondary Education curricula for the Spanish and Catalan subjects it is pointed out that literature is a relevant matter of study during those educational stages. Additionally, these curricula also include a plan to encourage students to become regular readers (Govern
de les Illes Balears, 2015a). Despite this, when observing the curriculum of Secondary Education and Bachillerato, some incongruous aspects with regard to literature and second language acquisition are found.
On the one hand, in the Secondary Education curriculum for the first foreign language subject (which in most cases happens to be English) students are expected to be able to both comprehend and produce oral and written literary materials. Thus, as for oral and written comprehension, secondary school learners must be able to understand a conversation or written text about literature, among other cultural topics such as cinema or music (Govern de les Illes Balears, 2015a). Then, in terms of oral production, they must be able to participate in conversations regarding a variety of topics, being literature one of them. Likewise, the post obligatory secondary education (Bachillerato) curriculum for first foreign language learning specifies that learners are expected to be significantly efficient in literature. For instance, they are assumed to be capable of using their spoken language to present a well-developed academic topic, among which literature is a must (Govern de les Illes Balears, 2015b). Students should also be able to understand written literary works that are not extremely complex and that do not contain a high amount of idiomatic expressions.
According to what is specified in the curricula of both levels, students are expected to know how to work with literature, analyse it and enjoy it.
Nonetheless, and unlike the Spanish and Catalan curricula, no clue is actually provided about literature being tackled in the classroom. Hence, students are supposed to acquire all those skills, but literature in English (or another foreign language) is not compulsorily taught in such subject.
Secondly, even if literature is unquestionably studied by obligatory secondary education and Bachillerato students in non-foreign linguistic subjects, it is not generally enjoyed by youngsters. According to Trigo et al.
(2020), the most common way of approaching literature in Spanish schools is by reading. Unfortunately, this habit is tremendously neglected throughout our country, especially by teenagers. The scholars draw the conclusion that
adolescents are prone to abandon their readings due to many reasons, being boredom one of them. With respect to this, Molina Villaseñor (2006) asserts that the excessive use of technology and audiovisual materials has provoked an exacerbation in adolescents’ attention span and imaginative ability when reading. Despite this, it is undeniable that young people are tremendously interested in this type of materials, which could be used to turn the tables and engage students in reading. Thereby, it is advisable that young learners be brought closer to literature through more appealing resources such as films, video games and comics, since they comply with modern generations’ lifestyle and needs (Escales, 2019).
Thirdly, reforming the way in which youngsters are brought into literature is paramount for them to enjoy the multiple benefits it has. Notwithstanding that, many language teachers do not make use of this tool to obtain such advantages. In a study carried out by Sercu et al. (2004), the aims of some English teachers with reference to their pupils’ learning were analysed. The conclusion drawn from their study was that what such teachers cared about the most was boosting enthusiasm in the classroom. Secondly, they aimed at students attaining a high level of proficiency in the language. Nevertheless, learning the culture of English-speaking countries and making students proficient enough to understand foreign literature were relegated to the last positions. Generally, cultural aims are deemed to be less relevant than linguistic ones in second language acquisition. With respect to this, obtaining the grammatical knowledge of a foreign language is crucial to become fluent in it, but being acquainted with the culture of the place (or places) where it is natively spoken is also essential. Accordingly, literature is an enormous source of cultural information, since it reflects real language and the lifestyle of individuals in a specific period and area. By becoming familiar with other scopes, learners also develop basic competences, such as cultural awareness and expression (Ministerio de Educación, Cultura y Deporte, 2015).
Despite this, literature is barely touched in EFL textbooks and, on account of this, it tends to be absolutely ignored throughout the academic year
in the English subject. Apart from not appearing in textbooks, literature also owes its omission in the ESL lessons to teachers feeling unprepared to tackle it in class. Sercu et al. (2004) state that, commonly, language teachers only learn literature during their university years. In some not-so-usual cases, educators become more acquainted with it thanks to isolated literature courses they take.
Nonetheless, in such programmes they do not usually focus on how to use this element in the EFL classroom. Van’s (2009) statements are in accordance with these scholars’. The researcher claims that a large quantity of courses addressed to teachers mainly concentrate on teaching methodology, but they pay scarce attention to how to use literature in the lessons.
In brief, literature is not given the pertinent importance in Spanish EFL education, since it is neglected in most occasions in first foreign language courses. Additionally, changes should also be made in the methodology used to bring teenagers closer to this authentic material in order to engage them. Lastly, it is also extremely convenient for educators to be instructed in how to use literary works as a teaching tool so as to obtain the best of them.
2.2.2. Advantages of using literature in SLA
In spite of literature being neglected in English teaching in secondary education, a vast number of scholars have proven that learning literature provides a huge range of benefits for second language acquisition. As for Van’s (2009) perspective with respect to its use in language learning, the author expresses it is indispensable. According to the researcher, literature makes pupils face an endless variety of meaningful circumstances that contain interesting descriptions and intriguing characters. Thus, it is relevant to underscore that literature is an advisable material to make students evolve linguistically, culturally and emotionally.
According to Van (2009), lessons that are based on literature are an exceptional way of being exposed to wide baggage of lexicon and dialogues.
Regarding the former, Khatib et al. (2011) express that literature, indeed, can be extremely helpful to learn both formal and informal words and expressions
depending on the selected work. It is also useful to make learners familiar with the morphological patterns of the language (García, 2011). Additionally, readers also encounter words that they do not understand, but that whose meaning they can deduce due to the context they are found in. This prompts learners’ lexical enrichment and enhances their resourcefulness. Furthermore, literary materials can be used to make lessons very student-centred and interactive. Thereby, this would make sessions highly communicative, which would result in an improvement in learners’ language production (Van, 2009). Furthermore, literature can also help develop students’ reading skills (Khatib et al., 2011).
Indeed, using materials like novels, plays or poetry is highly advisable to work on one’s explicit and implicit reading. As for the latter, for example, it is perfect for learners to train their intensive reading abilities, since readers need to know the meaning of each word in the poem to figure out the whole sense of it. Khatib et al. (2011) point out that with poetry, not only do students have to figure out the evident meaning of the piece, but also its hidden one by means of literary figures such as metaphors, allegories and comparisons. All these, in turn, are extremely useful in real life as well, since some of them can also be found in day-to-day conversations.
Besides boosting students’ English language abilities, approaching literature in class also propels learners’ usage of their imagination, helps them develop their cultural awareness, and encourages them to apply their critical thinking on plots, themes, and characters (Van, 2009). As for the second one, Khatib et al. (2011) assert that training one’s cultural awareness is crucial in order to understand the globalised world we live in. In fact, thanks to literature, readers are approached to a huge variety of fields, such as economy, politics and sociology. Learners can also use literary materials to become conscious about how other cultures perceive more abstract concepts that are universal, for instance love, death, nature and hatred, among others. Gilian’s (1993) ideas are in line with the previous statements, since the scholar considers literature to be a fantastic material to learn about culture and society. According to the author, literature is useful to raise readers’ cultural awareness, because it reflects concrete social backgrounds, traditions and values. Nevertheless, the
representation of culture in certain works can be unreal, exaggerated or biased.
This factor could thereby make learners mistakenly perceive cultures in a specific way that is untrue. Because of this, it is important that pupils be taught how to distinguish fiction from reality, so that literature can be a mind-opening tool regardless of how faithful or not it is to reality.
Moreover, working with literature can also have a positive impact on pupils’ emotions and motivation. With regards to this, Gilian (1993) states that literary materials are an effective source of inspiration that can lead students to share their thoughts, emotions and relevant events of their personal life.
Literature also encourages them to play a more active role in both their emotional and intellectual development, and it is suitable for group work as well.
This latter matter turns second language acquisition into a much more appealing process, which motivates students to learn. Another item that makes this material alluring to youngsters is plots, especially if they are eager to read literature in their first language. Hence, by being exposed to completely different perspectives, literature potentially raises empathy in the reader. As a consequence, this can lead to a decrease of detrimental behaviour and biased judgement in them. At the same time, it can also boost other positive emotions such as respect and compassion. Thus, once pupils become familiar with sensitive themes of this kind, they can connect them to real situations of their own life and develop problem-solving attitudes towards them (Khatib et al., 2011).
2.2.3. LGBT literature
Apart from the numerous perks that bringing students close to literature in the EFL classroom has, including LGBT literary works can be a highly favourable decision. Regarding this, Paiz (2015) claims it is necessary that teachers provide queer materials to counterbalance the lack of diversity in EFL textbooks. Moreover, being queer issues a big part of many teenagers’ lives, it is fundamental that teachers do not leave youngsters on their own when tackling such sensitive themes. Alternately, educators ought to guide them in
the learning process. In this section, some of the reasons why LGBTQI+
literature should be used in education will be analysed.
To begin with, displaying LGBTQI+ community members’ life narratives in class could be an exceptional way for pupils to find a benchmark to identify themselves with. Thereby, by encouraging students to engage with queer stories that could be familiar to them, teenagers could empathise with the characters (O’Móchain, 2006). As to this, increasing pupils’ levels of empathy towards members of the queer community creates a safe atmosphere in class in which LGBTQI+ students can feel understood and included. Regarding this, Schieble (2012) adds that not only is it crucial for teachers to incorporate this literary genre, but it is indispensable they act as a guide. Whereby, it is the educators’ duty to lead learners into establishing connections between the text and their own personal context. By interacting with queer narratives, students will also learn to consider different scopes, and discern heteronormative behaviours and assumptions. This will conversely train them to challenge such attitudes, and it will make them aware of the huge variety of options they can find in terms of gender and sexual identities (O’Móchain, 2006). In addition, tackling queer issues in the classroom is also convenient because, by doing so, those who have historically been discriminated are given a voice. Nevertheless, the fact that queer identities are introduced does not imply other options, such as, for example, heterosexuality, are excluded or belittled (Paiz, 2015).
All in all, queer literature is a highly advisable tool to work with in schools, since it boosts the deconstruction of unhealthy normative ideas, such as the assumption of everyone being cisheterosexual. Thereby, using LGBTQI+
narratives with the teacher’s guidance can lead to the perishing of the subordination of diverse sexualities and identities. By doing so, schools can become a safe place where everyone is accepted and embraced regardless of their condition.
After scrutinising the role of literature in education, and namely in the second language acquisition process, the positive aspects of using this material have been examined in this section. Last, but not least, a glimpse of the
importance of including LGBTQI+ literary works in the classroom has been offered. In the following passage, the three main approaches on which the didactic proposal at the end of this dissertation is based will be analysed.
2.3. Approaches and tools
The didactic proposal presented after this passage is aimed at educating teenagers in sexual and gender diversity through literature. Whereby, one of the main tools that have been applied in order to reach this purpose is the usage of authentic materials. This, at the same time, offers a tremendous opportunity to promote learners’ critical thinking, which is also a crucial approach in the proposal. Besides that, collaborative and cooperative work in order to prompt team spirit and inclusion will also be present throughout the sessions.
2.3.1. Authentic materials
According to Huda (2017), authentic materials are those in which real language is presented in the same way as it would be for a native speaker. Some examples of this type of materials provided by the author are actual magazine articles, recipes, horoscopes and real advertisements, as well as literature.
Thus, thanks to authentic materials, students can be exposed to real discourses and feel more engaged about learning a second language.
Firstly, a highlighted aspect about these sources is the fact that they evoke real speech since they are addressed to native speakers of the language.
Such feature has arisen significant controversy in the last decades. With respect to this, some scholars have provided harsh criticism on the use of authentic materials in foreign language teaching, since many showed a preference towards “artificially” created materials because they can be motivating, and they are built around a specific graded syllabus (Richards, 2006). Nevertheless, many other scholars have openly disclosed their enthusiasm about them. As Huda (2017) expresses, authentic materials are certainly appropriate and qualified for second language acquisition, since they help pupils attain the learning objectives set for them, as well as both their needs and interests. In addition, they provide natural language, as they reflect
realistic and significant communication. On that note, Gilmore (2007) agrees with Huda in that statement and explains that, since textbooks do not display a realistic representation of spoken language, using authentic materials is a great way to prepare students to cope with real-life communicative situations in the target language. Thereupon, by exposing students to real-world language in EFL lessons, they are offered the opportunity to truly become users of it. As to this, creating real users of the target language should be every second language teacher’s goal, since it is futile to study a language to never seek to be able to communicate with it.
Furthermore, authentic materials are a source of cultural information about the place where the target language is natively spoken, and they can efficiently fulfil learners’ needs (Berardo, 2006). Consequently, they can entail a positive change in their motivation. Accordingly, authentic resources can increase pupils’ encouragement to learn a language, because they push educators to carry out more creative teaching procedures (Richards, 2006). For instance, more entertaining lessons can be achieved by teachers not relying only on a textbook from which students learn the grammar and do drilling and out-of-context exercises. On the contrary, using authentic materials pushes educators to swerve from this monotonous way of teaching, and it can lead to stimulating activities that prepare pupils for the real world.
To sum up, authentic materials are an excellent source with which second language learners can be exposed to real and contextualised language.
By doing so, students are facing feasible situations that they may actually encounter during their lives. Whereupon, these materials are effective to prepare individuals to become real users of the language. Moreover, availing of them forces educators to step out the path of traditional teaching and engages them into finding out more appealing alternatives for their pupils.
2.3.2. Critical thinking
In addition to the use of authentic materials, the activities of the didactic proposal presented at the end of this dissertation are also aimed at boosting
students’ critical thinking abilities. Critical thinking stands for using one’s reason to evaluate the information obtained and by means of this reflection, draw one’s own conclusions about it instead of simply accepting those received (Paul et al., 1989). In other words, being able to apply one’s critical thinking abilities means to be an autonomous thinker, and hence, a reasonable person. Wherefore, it is fundamental critical thinking be prompted in individuals from their first educational stages to the highest levels. In this passage, the importance of training students’ critical thinking and the emotional intelligence it leads to will be analysed. This section will end with some ideas on how critical thinking can be prompted in the classroom.
Firstly, according to Paul et al. (1989), critical thinking should be given priority in schools, because it is totally crucial to prepare students for real life in different aspects, such as the political, personal and vocational ones. The authors add that teachers’, nonetheless, tend to show a set of common complaints regarding their pupils. For example, many worry about them not showing any motivation whatsoever, or the fact that they easily forget what they have revised in class. Another common matter of discontent is youngsters being too impatient, which leads to them making the same mistakes all the time because they do not learn to correct themselves. However, these scholars deem all these problems take place by virtue of lack of critical thinking development in children and teenagers. With respect to this, the researchers utter that, for instance, teachers often make statements instead of questions and, when they do, they barely give students time to think about the answer and end up replying themselves. As a result, teachers have traditionally acquired an active role in the learning process, while students have become passive and listening entities. Because of this, it is not uncommon to find uninterested pupils, since they are not given the opportunity to reflect on ideas and evaluate them.
In addition, memorising is often mistaken for learning. Nevertheless, retaining information in students’ brains without understanding it is not enough for them to approve or disapprove it, but they need to be capable of analysing and judging it in order to reach their own conclusions on it.
Another aspect that makes reinforcing critical thinking abilities fundamental in schools is the fact that they enhance individuals’ emotional intelligence. As Ghosn (2002) expresses, such advantage can be obtained through literature, as books prompt readers to reflect on an incredible number of different situations and struggles they can sympathise with. Consequently, literature can enhance individuals’ critical thinking ability and provoke a change in their mindset. Indeed, Langer (1997) claims that literary works have the power of encouraging pupils to contemplate their vital experiences and thoughts, their knowledge acquisition process, as well as their language.
Reading makes pupils develop their imagination and pushes them to analyse and construe the ideas presented. It also makes them pose questions, identify and solve problems, establish connections and consider different scopes. Paul et al. (1989) agree with this idea and explain that literature somehow enables readers to live in other people’s lives, which prepares them to take into account different perspectives, relationships, issues, and even uses of language. Not only can readers learn from what they reflect on in the book, but, besides that, they can also discuss their beliefs with other readers, empathise with their positions and try to decipher the meaning the author expresses in the book or fragment. Another author who concurs with this idea is Ghosn (2002), who states that, since literature approaches themes related to the human condition, it plays an important role in the emotional growth of young individuals. As to this, Ghosn points out literature provokes changes in children’s beliefs and makes them more tolerant and empathetic and less judgmental. Thereupon, exposing readers to literature can enhance their emotional intelligence and, as a consequence, their management of emotions. Thus, because of the critical thinking propelled by literature in class, students become more aware and sensitive over important issues.
Last, but not least, in order to propel students’ critical thinking it is crucial that the role of the teacher also undergoes a change. Hence, it is important that the teacher strays from delivering the image of a sort of ‘preacher’ and they adopt the figure of a ‘questioner’. This means that, instead of teachers being the only active part in the learning process by making statements and not involving
students into autonomous thinking, they should make questions that lead pupils to reflection and conclusion reaching. With respect to this, Paul et al. (1989) consider educators must request pupils’ guided reasoning and evidence presentation. This way, they will make sure that discussions are executed in a way in which they not provoke confusion in their participants. By doing this, learners will also feel eager to listen to the rest of the members in the discussion, which would lead to a respectful exchange of opinions.
To conclude, critical thinking abilities should be fostered in education due to their multiple advantages, which encompass motivation for learning and an improvement in pupils’ emotional intelligence, among many others. However, it is necessary to change the traditional roles in the classroom of teachers being the active part and students, the passive one. If this shift were to be achieved, pupils could become autonomous thinkers and reap the benefits of such feature.
2.3.3. Cooperative and collaborative learning
Learning does not consist of an individual process only, but it also requires social interaction and depends on it. Richards (2006) underscores how paramount it is for students to learn how to work in pairs and groups. Besides, pupils also need to be responsible and learn to not always rely on their teacher in order to do an activity, as well as to listen to their peers to work as a group.
Then, cooperative and collaborative learning are two approaches that focus on student interaction for activity completion and that will have a special weight in the didactic proposal presented in this dissertation. It is important to mention that, although they are sometimes used indistinctively due to the fact that they share some similarities, these two approaches are not exactly the same.
However, they encompass a great number of benefits for which they are an optimal option to be included in the EFL classroom.
On the one hand, cooperative learning aims at students growing both cognitively and socially (Oxford, 1997). This approach requires much more structured procedures than collective learning. Additionally, the teacher provides
instructions that invites the whole team to follow a precise organisation, so each member performs a specific task or role. As a consequence, all the components of the group depend both on the work fulfilled by their teammates, their social interaction and exchange of information to achieve their aims. In cooperative activities, groups can be formed in different ways, although the arrangement of heterogeneous groups is quite popular among the teachers who implement this method. As to this, the members of the group can obtain advantages from their teammates’ knowledge and abilities (Martínez Lirola, 2016), which means that, since learners count with different skills, all the components can benefit from their partners’ strengths, and vice versa. At the same time, each of them will be helped to overcome their weaknesses, while they help the rest overcome theirs.
Furthermore, group heterogeneity can be based on different aspects, such as ethnic group, language level or background or gender (Oxford, 1997). Hence, the way in which groups are made is essential to reach the desired objective the teacher may have set.
Moreover, this type of learning shows the shift that has recently started to take place from a traditional way of teaching (teacher-centred) to a more innovative one (student-centred) in which pupils are an active component in their learning process. Regarding this, Martínez Lirola (2016), expresses that this is one of the features that makes it successful. With respect to this, Oxford (1997) states that in spite of this approach requiring more effort from the teacher to plan activities, it also provides significant conveniences. For instance, Stahl (1994) claims it results in better academic outcomes, an improvement of pupils’ social skills, a decrease of stereotypes and prejudice, and a better understanding of the contents students are learning. Some of Oxford’s ideas are then in line with Stahl’s. As an example, Oxford (1997) expresses this approach leads to an enhancement of learners’ relationships and self-esteem.
In other words, interdependence among classmates makes them develop the sense of trust on their team members, while they feel useful at the same time.
Furthermore, cooperative activities motivate learners in the matter, lowers both judgmental attitudes and angst and encourages them to complete tasks.
On the other hand, collaborative learning is based on the social relationships within a group of learners that form a community together. A significant number of scholars consider this approach has a strong bond with constructivism, and hence, the acquisition of knowledge from what has already been learnt (Oxford, 1997). Thus, Oxford (1997) explains how the philosopher John Dewey asserted individuals do not learn on their own, but that they grow cognitively by belonging to a community and interacting with it. This researcher also states that collaborative learning consists of an acculturation of the members within the community. In other words, the components of the group adapt to its general “culture” and become part of it. This way, students learn from each other and feed each other’s ideas. Moreover, in contrast to collaborative learning, in cooperative activities groups are not as highly structured, and they are more variable. It is also relevant to mention that collaborative teaching sessions are less prescribed, and no specific tasks are attributed to each student. Because of this, there is no interdependence between components. Consequently, and unlike in cooperative learning, the teacher plays a more active role, since they behave as a guide and provide help and instructions such as hints, suggestions and reminders. Besides, in this approach it is preferred to encompass broad themes instead of reducing sessions or units to very concrete tasks.
Despite these differences, both methods share a wide range of advantages. Regarding this, Matthews et al. (1995) point out that both approaches, unlike traditional ones, involve students in an active way of learning, which makes them feel motivated. Additionally, they boost an enhancement of higher-order thinking abilities and one’s individual knowledge-application skills. They also push learners to train their sense of responsibility as an individual and as part of a collective too, as well as their intellectual development. Lastly, both cooperative and collaborative teaching prompt students’ capacity of reflecting on their own development, and their acceptance towards diversity in all its aspects (gender, cultural, ethnic, etc).
In conclusion, these two approaches have a lot of traits in common, but also some differences. Consequently, both will be tackled in the following didactic proposal, since sticking to one of them would imply some limitations.
Conversely, by combining both, more benefits can be obtained. Besides, since this didactic proposal aims at educating teenagers into gender and sexual diversity in order to put an end to LGBTIQ+phobia, by using these approaches they will become more aware of the advantages of being united and working together as a whole to achieve greater aims.
3. Didactic proposal
This teaching proposal has been devised taking into account the information previously described in this dissertation. The main objective of this proposal is to, firstly, make students familiar with the LGBTQI+ theme in case they are not yet. Secondly —and mainly— it intends to educate students in the community’s struggle by means of LGBT literature. Moreover, this plan is aimed at second year post obligatory secondary education students (2nd year of Bachillerato)
—usually aged between 16 and 19—. As for the number of people this plan is addressed to, it could perfectly work with moderately big groups (24 people would be the most convenient), which tends to be the case of second of Bachillerato. Nevertheless, it could also be applied in smaller groups of roughly 15 students. Moreover, it could also be carried out in classes with fewer students, although changes should be made in the number of students composing each group in the many cooperative and collaborative activities included. This latter option should therefore be avoided if possible.
The main reason why teenagers of these ages have been chosen is that in a questionnaire I administered to Bachillerato students in IES Bendinat (Calvià, Majorca), the results showed that in spite of teenagers being usually well-informed about LGBTQI+ matters, cisheterosexuality is still broadly assumed among them. As a consequence, the findings obtained in this survey indicated it is still necessary to tackle such issue in the educational field.
Moreover, learners of that age group are usually mature enough to approach sensitive topics, and they are also pursuing their own identity. Because of this, this proposal will hopefully make young LGBTQI+ students feel represented and acknowledged and, therefore, it will help them embrace their identity.
Additionally, the fact that teenagers are seeking their individuality will also make them more likely to share their own honest opinions about the LGBTQI+ theme, leaving aside any discriminatory ideas they might have heard or observed at home.
In addition, during the implementation of this proposal, students will encounter authentic materials, namely literature. One reason for this, apart from the multiple benefits literature provides in second language acquisition, is the fact that tackling it in the second ofBachilleratoclass is not specified in the First Foreign Language Curriculum in the Balearic Islands. Nevertheless, as it has been previously stated, within the same subject students are expected to be able to work on literary works (Govern de les Illes Balears, 2015b). Hence, being this ability required inBachillerato students, it is extremely convenient for them to approach literature at some point during the subject. Moreover, the works chosen, which are a novel and a play, tell the stories of two teenagers who are raised in an extremely conservative environment where they are despised due to their condition (the protagonist of the former is lesbian, while the main character of the latter is a transgender boy). These two works are quite contemporary, and from our point of view, they display a range of lexicon, grammatical and idiomatic expressions that will be useful for teenagers.
Furthermore, these students’ English language proficiency is expected to be high enough to work with authentic materials successfully. Therefore, in spite of these materials probably being considerably challenging for pupils, they will easily decipher the meaning of unknown words by the context they are in. In any case, the teacher will help them when needed. By encountering authentic materials, learners will mainly develop their reading comprehension skills.
Moreover, apart from written input, the audiobook7 of the novel will also be
7David Blysma. (2018, November 22).Jeanette Winterson - Oranges are not the only fruit [Video]. YouTube.https://youtu.be/BaF9DwfooXQ
used. This way, students will also work on their oral comprehension abilities. At the same time, learners will be frequently encouraged to speak and write in English as well.
Additionally, special weight is placed on cooperative and collaborative activities throughout this plan. As a result, students will have to be able to work both in heterogeneous and homogeneous groups depending on the task. In addition, boosting students’ critical thinking skills is one of the primary goals in this proposal, as they will be dealing with a serious topic that will demand them to be highly sensitive and reflective. Because of this, their critical thinking ability will be directly encouraged by means of discussions, brainstorms and debates, as well as an initial questionnaire. Apart from that, Bermúdez Alfaro and Hsiao (2014) underscore the importance of creating real users of the target language, and the enormous negligence this factor suffers in second language acquisition teaching. For this reason, this proposal contains an abundant number of activities that prompt students’ oral usage of English in order to help them become actual speakers of it.
With respect to the structure of this plan, it will contain a total of six sessions, in the last of which the assessment activity will take place. Each session will be divided into three parts: a pre-activity, an activity and a post-activity. The whole plan will adhere to the competences stated in the curriculum for post-obligatory secondary education level (Govern de les Illes Balears, 2015b), which will be deeply scrutinised in the following subsections.
Moreover, the first two sessions are expected to last 55 minutes, whereas sessions three, four and five are meant to last an hour and 50 minutes each.
Consequently, these three plans will have to be covered throughout two lessons each. In addition, session 6 is also expected to last, at least, one hour and a half. Hence, students will be allowed to do both the pre-activity and the activity in one lesson, and they will accomplish the post-activity in the following one.
Besides this, due to the number of sessions it is based on, this proposal is expected to be carried out throughout one didactic unit only, although it would also be possible to divide it into two units. For instance, the lessons devoted to
the first book could be developed in one unit, and those about the play could be carried out in another one. However, if this were the case, teachers should take into account that for the assessment task, students could need some reviewing on the first book. For this reason, it would be advisable to complete the whole plan exclusively within one single unit.
In addition to this, in order to make sure students finish the books, their progress on them will be guided. In other words, as for the novel, they will be asked to listen to specific parts of the audiobook in advance. Then, they will also be requested to read concrete chapters before each session. By doing this, learners will have a reference for their reading progress and will not procrastinate until the very last day. In addition, some passages and chapters will be read out or listened to in class in order to ensure they pay special attention to the most relevant parts.
In the following chapter of this dissertation, the didactic proposal will be thoroughly analysed. Firstly, both the objectives and the competences fostered in each specific session will be explained. After that, the three parts in which each session is divided will be scrutinised. At the end of this section, different aspects regarding the assessment system to be used after the proposal has finished will be examined.
3.1. Session 1
3.1.1. Objectives
The main aims set for this specific session are to make students self-aware about their own heteronormative perspectives in particular and the lack of visibility of the LGBTQI+ community in general. We will also expect learners to cultivate their emotional intelligence by feeling empathetic with the protagonist, as she is more or less the same age as them and the setting is considerably contemporary. Moreover, the pupils will put into practice their oral comprehension skills by listening to a fragment of the audiobook. Since they will be encouraged to speak and express their opinions, this session also aims at improving their oral production of the language, as well as the use of their
critical thinking. Furthermore, this session intends to feed students’ interest in the story and literature in general. By using a topic that is relevant for them, learners are expected to boost their self-confidence about talking in class as well. Finally, the goal set for students taking notes is for them to discern relevant pieces of information from unimportant ones.
The linguistic competence and students’ digital ability will be fostered throughout this session. As for the former, pupils will have to understand the track to perform the following discussion successfully, in which learners will be encouraged to use spoken English to communicate. Regarding the latter, they will have to complete the questionnaire using an electronic device. In addition, the social and civic competence will have a significant weight, as teenagers are expected to express their opinion respectfully and listen to their classmates’
ideas. Moreover, by learning how to negotiate, as well as expressing one’s ideas and being open to change, students will put their entrepreneurship skills into practice. At the same time, while working with literature, youngsters are developing their cultural awareness ability.
3.1.2. Pre-activity
This warm-up activity is the first one in the whole proposal. It is aimed at making students aware of their own assumptions regarding relationships and sexual and gender diversity. In order to achieve this, students will complete this online survey containing questions that evoke love situations in which the gender of the partners involved is not stated. Hence, teenagers will have to state whether they think the partners of the people in the situations presented are women, men or non-binary individuals. This questionnaire was already administered to three groups of first of Bachillerato in the IES Bendinat (Calvià, Majorca). In spite of these pupils being very open-minded in terms of LGBT themes, the results showed that in most of the cases in which they chose a specific answer (since the “I do not know” option was also available), heterosexuality was broadly assumed. Consequently, future students are expected to assume most of the couples in the poll are heterosexual, which would prove heteronormativity is ingrained in the youngest generations regardless of them being aware of the
