Definitions of „Literature‟ in Bangladesh EFL Context – an Empirical Study

Abstract

This article attempts to explore various perceptions of the term ‘literature’ of English teachers in the Bangladesh EFL context. It also examines the relevance of using literary pieces in language classrooms in view of the negative beliefs of many teachers and learners in this regard. It is based on a study conducted with 20 teachers of English each from primary, secondary and tertiary levels in Bangladesh. Both quantitative and qualitative data was collected from the participant teachers. The study reveals that in most cases teachers perceived ‘literature’ in a narrow and limited way. It is argued that a broader understanding of the term ‘literature’ may help in promoting learner autonomy and enhance learners’ sense of self-achievement, confidence, and self-reliance. It is also argued that proceeding from a broader sense of ‘literature’, reintroducing literary texts in the English classroom may create a positive impact on the learning and learners.