【Research Brief】

Incorporating the Elements of Fiction Into a CLIL-Based
Extensive Reading Course
Michael Peragine
Christopher Mattson

Abstract
Within a course at a Japanese university based wholly on extensive reading, theauthors of this paper implemented the pedagogical framework of Content andLanguage Integrated Learning (CLIL) to improve its effectiveness (Peragine &Mattson, 2023). A course outline was designed by incorporating literary devices
or elements of fiction as the main content of the course, and students utilized
this content within in-class activities to analyze and explicate their self-selectedgraded readers. The CLIL approach is briefly explained, along with the “content
vs. language” balance educators must strike within such courses, and the natureof that balance within this course. An outline of literary concepts is given, alongwith a summary of each lesson’s activities. Feedback from students issummarized, in which they explained which literary elements, activities, andaspects of the course were perceived to be the most useful. The paper ends withconclusions drawn from students’ feedback regarding topics of interest and of
the positive benefits for students of this CLIL-centered method, including abetter appreciation of literature as well as improvements in writing about anddiscussing literature.
Keywords: Pleasure reading, Extensive reading, Graded readers, EFL, CLIL

Introduction
Extensive reading often plays a supporting role in L2 reading-based courses. However,within the Independent Module at Rikkyo University, there exists a unique elective course,
Pleasure Reading, based entirely on extensive reading as a means of helping students improvetheir reading fluency through the use of level-appropriate materials that they select forthemselves. By empowering students to choose what they read, it is hoped that it will makefor a more pleasurable experience, thereby fostering reading as a habit. To facilitate theobjectives of the course, students engage in activities such as sustained silent reading, smallgroup book discussions, and written and/or oral assignments that both summarize andanalyze students’ self-selected reading materials.
In a previous paper, the authors set out to apply the principles of Content and Language88Incorporating the Elements of Fiction Into a CLIL-Based Extensive Reading Course

Integrated Learning (CLIL) to the Pleasure Reading course, providing a detailed explanationof the pedagogical methodology for a lesson and handout regarding the topic of literary
genres (Peragine & Mattson, 2023). Using this CLIL-based framework, the authors’ createda curriculum aimed at enhancing the overall pleasure aspect of reading by introducing tools
for literary analysis so that students could better interpret the books they were reading. This
resulted in more academic discussions and an enhanced feeling of satisfaction by students at
having not only completed a book in a second language but also having gained the ability
to provide in-depth explanations as to what made each text noteworthy.
A brief overview and definition of CLIL are appropriate at this point, but laying out asingular, canonical definition is difficult. The history of CLIL can be traced back to 1990s
Europe, where it was used to facilitate multilingualism, address the language–content
imbalance in foreign language teaching, and offer students a more integrated approach tolearning (Marsh, 2002). CLIL has since evolved and expanded with various definitions andmodels proposed. Llinares et al. (2012) state there are differences in approaches to CLIL
depending upon myriad factors, including language of instruction, teacher objectives, starting
age, teaching materials, language objectives, and research. Similarly, Mehisto et al. (2008)
believe CLIL to be an umbrella term covering a dozen or more educational approaches.
Despite the overlapping definitions, Marsh (2002) describes CLIL as “any dual-focused
educational context in which an additional language is used as a medium in the teaching andlearning of non-language content” (p. 15), and Coyle et al. (2010) further elaborate that it is“a dual-focused educational approach in which an additional language is used for the learningand teaching of both content and language” (p. 1).
A core tenet of CLIL coursework is the “four Cs – content, cognition, communication,and cultural awareness” (Coyle, 1999, p. 53). The pedagogical focus of this paper is oncontent, which serves as the foundation for the other three aspects. Coyle (1999) suggeststhat “it is through progression in the knowledge, skills and understanding of the content, byengagement in associated cognitive processing, interaction in the communicative context, anda deepening awareness of cultural self and otherness, that learning takes place” (p. 53).
Although these four aspects are deeply intertwined, Coyle (2005) points out that content, or“thematic learning,” is still “at the heart of the learning process” (p. 5). Therefore, it isbeneficial for CLIL educators to conduct a “curriculum subject audit” to identify the specificcontent-related skills, knowledge, and comprehension that need to be imparted (Coyle, 1999,
p. 60). Equating content with progression serves as a reminder that strategic planning isnecessary for both scaffolded learning within individual lessons as well as to enhance thelogical progression of the topics to be presented throughout the course.
The primary content for this Pleasure Reading course was the elements of fiction andliterary devices, and students were expected to use their understanding of these concepts toparticipate in discussion-based and written activities to help them break down their selfselected texts in a more meaningful way. As such, lesson themes progressed in terms ofdifficulty, starting with more conceptually approachable topics such as genres, setting, andcharacters before moving onward to more challenging topics such as plot, point of view,conflict, and symbolism. Student assessment was based on each student’s understanding,application, and analysis of their graded readers through the lens of these literary devices.
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As elements of fiction and literary devices constituted the main content of the course, they
became the foundation for all discussions, presentations, and written assignments.
Another characteristic of this course was the focus on literary content rather than simply
on language learning, the latter of which is more conventional at Japanese universities.
According to Paran (2008), “There has been a move towards integrating language andliterature” (p. 466). Paran provides a simple model (Figure 1) showing the range in which acourse teaching language and/or literature might fall within a spectrum: the degree to which
there is a strong literary focus (horizontal axis) and language learning focus (vertical axis).
Based on Paran’s model, the implementation of CLIL with a focus on the teaching of literary
analysis skills brings this course from being that of extensive reading (see Quadrant 4) to acourse with both a clear literary and language learning focus (see Quadrant 1), thereby
distinguishing it from standard L1 Literature courses (see Quadrant 3) that interpret texts
through the lens of traditional literary criticism.
Figure 1
The Intersection of Literature and Language TeachingNote. Adapted from The Role of Literature in Instructed Foreign Language Learning and Teaching:
An Evidence-Based Survey, by Paran, 2008, p.466.

Within this CLIL-based framework, students gain the confidence to engage in in-depth
discussions of various works of adapted literature with an understanding of the concepts andcorresponding language necessary to participate in the collective act of scholarly interpretation
using their L2. Therefore, it was the authors’ beliefs that incorporating such content would
enhance the activity of extensive reading, taking it from simply reading in isolation with the
purpose of improving fluency to a more fully engaging form of reasoning that stimulates
cognition and critical thinking that will serve students well, both in and out of the classroom.

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A Literary Analysis-Based Outline of Course Content
The first lesson began with a certain amount of housekeeping, so to speak, mainly an
introduction to the course content, an explanation of the benefits of extensive reading, areading-level test from Extensive Reading Foundation (ERF; https://erfpt.ealps.shinshu-u.
ac.jp/), information about accessing graded readers as well as recording student progress witha reading record, and various icebreakers that focus on building a comfortable classatmosphere while allowing students to discuss materials they enjoy reading in both English
and their native language. The students were told that their book selection should be basedon the difficulty level: no more than three unknown words per page was the main criterion
for choosing, and by keeping the difficulty relatively low, the idea was to improve reading
speed, comprehension, and enjoyment. For homework, students were required to find theirfirst self-selected book. Although students were free to choose for themselves, they werestrongly encouraged to read works of fiction as this would allow them to apply what theylearn in later lessons to the books they have selected. If time permitted, the teachers
accompanied students to the library to help them locate suitable reading materials.
GenresThis lesson began with the teacher checking that all students came to class with a bookto read. Students were introduced to the concept of previewing, which helped students getsome idea about their books before actually having read them. To hone these skills, students
viewed a movie poster for a then-unreleased Pixar film, making predictions about it using
wh- questions. They then viewed the movie’s teaser trailer to confirm their predictions andmake new ones. Finally, they use these skills to preview their graded readers, asking
questions such as “What is the title of your book? Who is the author? Is he/she famous? If
so, what for? When was the story written? When/Where does the story take place? What do
you think the story is about? Why did you choose the book? What do you think the characters
are like?” After discussing these questions, it was expected that students would be sufficiently
motivated to engage in sustained silent reading (SSR) and were given 15 minutes to readtheir graded readers in class. Then, the students read and completed a graphic organizer tolearn about the key features of four literary genres: fiction, non-fiction, poetry, and drama(Peragine & Mattson, 2023). A series of scaffolded activities followed with the aim of further
providing the language for students to both discuss their favorite genres while also assessing
the genre of their graded readers. If time permitted, the lesson concluded with a second
session of SSR. Typically, students were provided two SSR sessions per lesson with the goalof facilitating regular reading habits.
Setting
The second literary concept taught was setting. The time and place of a story can be
integral, so students were encouraged to ask questions like “What is the time period in which
the story takes place? Where does the story take place? What is the social or cultural context
of the setting? What are the customs, beliefs, and values of the characters in relation to thesetting? How does the setting affect the characters and events in the story? Does the setting91

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impact the mood of the story?” Students were shown clips from different genres of film toshow how the setting can vary greatly. Although this was a reading course, film clips were
often used to visually exemplify many of the literary elements. Through graphic organizers,
students applied these questions to their graded readers. In a culminating activity, students
were shown various illustrations and—using their knowledge of setting—collaborated tocreate the setting of an invented story.
Character
The concept of character is arguably the most important literary aspect of fiction.
Students had to consider the difference between main and supporting characters; what itmeans to call a character flat, round, static, or dynamic; and the distinction between
protagonists and antagonists. By applying these ideas to their graded readers, students had
tools that allowed them to delve more deeply into their stories and discuss and write about
the characters more fully. Students used graphic organizers in class to apply these concepts
to characters that most were likely familiar with, describing attributes of characters such as
those in Doraemon and the Harry Potter series. Once they understood the concepts, students
were shown a visual cue, such as an illustration, and they collaborated with other students
to create their own characters, applying the new concepts.
Plot

By focusing on plot, students could better organize and understand the underlying
structure of their graded reader. Plot is an essential element of fiction and helps readers
comprehend the story’s structure and organization (Leki & Carson, 1997), and this can aid
students in understanding how the story unfolds and progresses, as well as the relationships
between the story’s events and characters. By using graphic organizers, students applied thestages of plot—such as exposition, climax, and denouement—to well-known stories as wellas their own graded readers. Students also engaged in creative writing with visual prompts
and created their own short stories.
Point of View
The literary point of view involves the perspective from which a story is told, including
the use of first, second, and third person pronouns; the use of unreliable narrators; andvarious types of narrators, such as objective, limited, and omniscient. Understanding pointof view can also aid students in comprehending and analyzing literary texts by influencing
how readers perceive characters, events, and themes in a story. Exploring different points ofview helped students critically evaluate the biases and motivations of different characters andexplore how the author’s own perspective influences the story. Students engaged with
“Choose Your Own Adventure” graded readers from Atama-ii Books that used the second
person, a rarely used point of view that was novel for many students.
Theme/Conflict
Themes and conflicts in stories can be useful for enhancing students’ language andcritical thinking skills. Themes are the underlying messages or ideas that are conveyed
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through a story, such as love, good vs. evil, and revenge. By analyzing themes, students
gained a deeper understanding of cultural values and beliefs. Conflicts are the obstacles orchallenges that the characters face in achieving their goals, and students were introduced to
six types of conflict (including person vs. person, person vs. nature, etc.) and encouraged toapply that framework to their own reading and discuss how each relates to their own lives
and experiences. Through analyzing conflicts, students could learn to express empathy andunderstanding of diverse perspectives and situations.
Symbolism
Symbolism allows the reader to interpret the meaning of an object or action in a story
beyond its literal interpretation. The lesson began with scaffolding, starting with easilyinterpreted symbols such as local signs and flags before moving onto more abstract symbols
such as numbers, colors, and flowers with an emphasis on varying cultural interpretations,
thereby reinforcing the role of perspective on interpretation. Literary examples include F.
Scott Fitzgerald’s The Great Gatsby, where the large bespectacled eyes on an old billboard
symbolize the eyes of God, watching over everyone. Other forms of symbolic representation
were introduced, namely similes, metaphors, and allegories. By learning and applying
symbolism with graphic organizers, students could better understand how authors convey
deeper, more layered meanings and enhance the overall impact of the story.
Word Choice and Language
A lesson that came the closest to explicit language teaching involved the teaching of an
author’s language and vocabulary choice, and how those choices inform and reflect the otheraspects such as theme and character. The word choices that an author makes create the“voice” of the book, making it (in theory, at least) distinct from other works; that voice can
extend to other aspects, such as character and plot. The students were given examples ofalliteration and rhythm, of how aesthetically pleasing sentences can be made with clarity andrhythm. Students were then assigned to create their own poems and sentences with an online
magnetic poetry website. With a set of simple words, students worked collaboratively while
applying these concepts to create and share their own poems.

Methodology
As the authors utilized a range of experimental methods to teach literary analysis skills,
it was important to find out directly from students their perceptions of the lessons’ contents
and their influence on extensive reading. Being that this is an elective course, the participants
included university sophomores, juniors, and seniors with ERF reading levels ranging from
3.7 (high beginner) to 13.8 (early advanced), which corresponds to Yomiyasusa levels of 0.7
to 5.8 and Common European Framework of Reference levels of A1 to C1. At the start ofthe semester, students were asked for their permission regarding the collection of verbal andwritten feedback through the observation of in-class discussions, interviews, and reaction
papers. All students in two classes (N = 44) agreed to participate. It is worth noting that thiswas an informal survey of students’ reactions, meaning that students were not asked to93

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complete a formal survey with Likert scales. Instead, students were asked near the end of
the course to write freely about their opinions on a range of topics including but not limited
to the following: most useful/interesting lessons, memorable activities, the class’s effect onreading habits, future goals concerning extensive reading, and suggestions to improve theclass. The authors then conducted a qualitative content analysis of these responses, focusing
on the frequency of students commenting on a perceived reading level improvement,
increased motivation to read in English, or endorsement of the benefits of applying literary
analysis to their graded readers. Moreover, references to students’ interest in lesson themes
and corresponding activities were also tallied in hopes of determining which topics werefavorably viewed.

Results
The results of the qualitative content analysis were compiled along with student quotes
that represented each of these ideas.
Table 1
General Feedback About the Course (N = 44)
Student Comment
Improved Reading Level
Motivation to Read in English Increased
Literary Analysis was Beneficial

Teacher A
41210

Teacher B
2
14
9

Total
6
26
19

Overall, students responded positively to the prompts (Table 1). Although students
rarely commented on improvements to their reading level, they frequently reported anincrease in motivation due to having the freedom to choose their own reading materials,
which was described by one student who said, “Due to the freedom, I was very encouraged
to read books of new genres I’ve never read before.” Moreover, the ease of finding graded
readers at their level was another common reason for increased motivation as aptly explainedby another student:
I think this class had a great impact on my way of thinking about reading in English.
This is because each student was able to choose a book that suited his or her own
level, so I did not fall behind because of difficulty. Therefore, I was able to read bookswith the same amount of stress as when reading Japanese books.
Although extensive reading was often cited as the impetus for increased motivation,
several students also reported that activities teaching literary analysis had a positive impact,which is explained in the following comments:
Through this Pleasure Reading class, we were able to not only read books in English,
but also think about them through various themes such as genre, setting, character,94

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plot, point of view, conflict, word choice, language, symbolism, chronology, andcomparison with your life. By reading through these themes, I was able to consider
things from a perspective I could not have before, and made new discoveries with anawareness of things I would not have noticed before.
Before taking this class, I had just been reading. However, after taking this class, I
can read using a lot of knowledge. I am now able to think about the feelings of thecharacters, considering the place, the time period and the surroundings in which they
are in, and I am able to enjoy the features of the authors’ styles of writing.
As indicated by such comments, introducing content that helped students better analyze
their books fostered a deeper appreciation of the stories they were reading, which in turnhelped them support their opinions more coherently both in writing and in discussions.
Furthermore, by tallying the frequency of student comments referring to certain lessons andactivities as being interesting or memorable (Table 2), it becomes clearer as to the topics andskills that students believe to be most beneficial.
Table 2
Lesson-Specific Feedback About the Course (N = 44)
The Most Interesting Lesson/Memorable
Activity
GenresSetting
Characters
Plot/Creative Writing
Point of View/Choose Your Own Adventure
Theme/Conflict
Symbolism
Word Choice and Language

Teacher A

Teacher B

Total

3
2
4
7
10
2
11
3

1
3
2
4
10
1
12
3

4
5
6
11
20
3
23
6

Based on responses, 23 students thought symbolism was the most significant topic, andfor 20 students, the most significant topic was point of view. Symbolism was often describedas something that had gone unnoticed but useful for interpreting the subtle themes within
their stories, for example:
Of all the lesson’s themes, I found symbolism the most interesting. I had read English
books without noticing symbols, so I did not notice the author’s intention, whichmight be key signals for predicting the ending and understanding the situation well…
By learning how symbols work in literature, I was able to predict and notice what theauthor meant, which made my reading activity more interesting.
Students also mentioned finding practical applications for analyzing symbolism in films,

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TV dramas, commercials, Japanese novels, other English Literature courses, and even for
their club activities, for example: “I belong to the English Drama Club. I am making
costumes for casts there. The meaning of color is important to represent the personality of
the role, so I thought I should learn more about symbolism.” Students also commented on
the benefit of symbolism concerning cultural perspectives, for example:
For me, the class on symbolism was the most interesting. I learned that each person
has their own feelings and thoughts of symbolism. For example, when we Japanese
think of cherry blossoms, we associate them with the entrance ceremony and feel thatthey are a symbol of renewal. However, people from other countries tend to think ofother symbols when they think of cherry blossoms, so I felt the change in my own
stereotypes.
Like symbolism, students also regularly referenced having gained a newfound awarenessof the narrative point of view and its effect on the stories, and again expressed benefits that
extended beyond the classroom, for example:
The most interesting theme was Point of View because until this class I didn’t careabout something such as omniscience. I thought that if you care about point of viewin books and life, it will be likely to improve both reading skills and life.
I read a novel quite often but I have never paid attention to the Narrator/Point ofView. It was especially interesting to know the point of view is related to the plot
because of the limitation of the amount of information. If a story is told in first
person, readers also are able to know only what the narrator knows. In addition tothat, I have never had a perspective of whether a narrator is reliable or not. So, I havenever doubted the narrator of a novel and have understood what the narrator says
directly. But, I started to think deeply of what the narrator says and see if he has somekind of prejudice or bias toward things.
I find it most interesting that the point of view of storytelling gives the readersdifferent impressions about the story. For example, first person offers sympathy forthe protagonist and at the same time it limits the readers’ understanding of othercharacters. Therefore, people can be aware of the bias for reading a story by knowing
which perspective of storytelling the author uses. This knowledge lets me enjoy
reading books from different perspectives.
Although both symbolism and point of view were the most frequently mentioned literaryskills, it is worth highlighting that all of the aforementioned topics received comments witha similar level of depth, emphasizing the benefits of empowering students with the content
and language necessary to analyze their self-selected graded readers. This idea was expressed
well by one student who eloquently extols the virtues of this style of extensive reading
course:96

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I used to just read without thinking, but through this class, I have learned to pay
attention to details such as introduction, climax, story closure, atmosphere, andcharacterization, which has broadened my perspective and made me enjoy reading
many times more than before. I never knew how much fun it is to read English at
my own pace, slowly, unlike a test.
By giving students the freedom to choose their own level-appropriate books whilearming them with the concepts needed to interpret these works for themselves, students cancome away with a newfound appreciation for reading in a second language.

Discussion
Based on the feedback from students, the authors conclude that teaching literary
concepts in a CLIL-based extensive reading course was an effective method of organizing
its contents. Although the authors observed a steady improvement within in-class discussionsin terms of the students’ ability to analyze their graded readers using the concepts andlanguage introduced in class, it was reassuring to hear from students directly that they also
found these literary tools useful. By providing students with the necessary content knowledge
skills to comprehend works of adapted fiction, they could not only gain a deeper appreciationof literature but also explain in their L2 the complex thoughts and feelings they may have
while reading.
Through the focused teaching of content (literary devices), students were able to view
literature through a different lens and broaden their understanding. To reiterate a few
examples, the lessons on symbolism and point of view were frequently mentioned as effectivein getting students to change their perception of literary works. Indeed, several student
comments mentioned a kind of division in their thinking of literature; before the class, they
had a narrower perspective of books and reading, but it had expanded by the end of thecourse. They wrote of “new discoveries” and an “awareness of things” not previously
noticed, as well as new ways of thinking (cognition) about literary devices. In terms of thefour Cs of CLIL, students remarked on the content of the lessons they liked as well as the
cognitive aspects, but there were comparatively few comments regarding communication or
culture. Based on the nature of the informal survey questions, it follows that students would
focus on content. As reading is a solitary activity, it also follows that communication—
namely in-class discussions—may not be as memorable. A common thread from students isthat the most effective aspects of the course involved self-discovery: activities that introduced
new ways of thinking about books and reading. Though it may be unclear whether these
discoveries were achieved through discussion or independent self-reflection, it can be said
that the content taught in the Pleasure Reading course achieved its purpose of providing a
progression of knowledge that both engaged students and facilitated cognition when applied
to students’ self-selected graded readers.

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Conclusion
Our conclusions relied heavily on qualitative data with questions that focused on the
aspects of the course that students found pleasurable. Although the data gives a generalindication of students’ perception of the course content, a more formal survey would benecessary to draw definitive conclusions about these lessons and activities. In future iterationsof the course, it would be useful to implement a more detailed survey that allows students
to respond to each of the lessons and its contents individually. For instance, although many
students referred to memorable activities within the symbolism and point of view lessons,their comments do not indicate any aspects of these lessons that could be improved.
Conversely, a lack of comments on topics such as genres, setting, and characters may notnecessarily indicate that students found these lessons to lack significance nor imply
abandoning these themes entirely, for these are the foundation upon which the latter topics
are built. However, efforts could be made to incorporate more dynamic and memorable
activities in hopes of fostering an appreciation of such topics. Furthermore, students rarely
mentioned perceived improvements to their reading level, so it may be worth re-administering
the reading-level test at the end of the course to determine whether such gains occurred. By
giving students the opportunity to measure their own progress in terms of reading fluency
and contribute regular topic-specific feedback to instructors, such data could be used tofurther enhance the overall development of the course.

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