Dutch EFL Teachers' Approaches to Medieval and Early Modern English Literature
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2025-08-15
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en
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This thesis investigates how Dutch EFL teachers in upper-level pre-university education (4–6 vwo) teach medieval and early modern English literature. In the absence of a standardized national framework and with the recent emphasis on cultural awareness in the proposed Dutch curriculum, it examines: (1) how teachers’ practices align with Bloemert’s (2019) four approaches and the Performative approach, and (2) how they reflect SLO’s (2024) cultural awareness goals. Based on eight semi-structured interviews and material analysis, the study shows significant variation in text selection and teaching. Beowulf, The Canterbury Tales, and Shakespearean drama remain popular for cultural relevance or curricular tradition. Most teachers applied Textual and Contextual approaches, while Reader and Language approaches appeared less frequently. Performative elements featured widely through teacher-led activities or theather companies. Explicit alignment with SLO’s goals was limited, though many practices implicitly supported them, underscoring their vagueness and challenges of implementation.
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