Dialogues Across Disciplines: Reimagining TEFL Curriculum Design Through Literary Theory | ||||
| دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق | ||||
| Article 8, Volume 40, Issue 142, March 2025, Page 421-447 PDF (2.5 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/sec.2025.427648 | ||||
 View on SCiNiTO | ||||
| Abstract | ||||
| This study advocates for the integration of literary theory into Teaching English as a Foreign Language (TEFL) in order to overcome the limitations of conventional communicative approaches, which privilege transactional language proficiency over critical reading of texts. Proposing the Critical Literary-Awareness Pedagogy (CLAP), the study calls for a revamped curriculum that incorporates genre studies, stylistics, and critical discourse analysis (CDA) to enhance learners' linguistic, analytical, and intercultural competencies. Drawn from a comparative case study of TEFL programs in Germany, Japan, and Mexico, the study applies mixed methods including syllabus analysis, teacher interviews, and student questionnaires to determine how literary theory constructs critical literacy and genre mobility. The results indicate that pedagogical frameworks incorporating textual deconstruction, creative production, and sociopolitical critique enhance the ability of learners to decode power relations, negotiate cultural narratives, and produce contextually responsive communication significantly. However, institutional obstacles such as hard-edged standardized testing and poor teacher training hinder interdisciplinary convergence. The CLAP model sidesteps these obstacles by permitting literary-theoretical machineries into language teaching, thus transforming TEFL into a field of linguistic authority and critical enablement. This research contributes to critical applied linguistics by demonstrating how literary theory can transform language education into a space for fostering ethically engaged, globally aware communicators. | ||||
| Keywords | ||||
| TEFL; literary theory; critical pedagogy; genre studies; stylistics; critical discourse analysis | ||||
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