| Summary: | A linear view of second language acquisition (SLA) process is still dominant in adult
ESL classes where linguistically-based meaning-making at a sentence level is the focus of
instruction and learners are regarded as passive information processors. These classrooms often
presuppose the separation of language and social context as well as of language competence and
language performance.
The thesis reports on a three-month long descriptive case study of an ESL class at a
private language institute in Canada with international advanced-level adult learners employing
literature-based second language (L2) instruction (LBLI). Based on the findings of the study, this
study intended to suggest pedagogical implications to extend its feasibility as an alternative L2
teaching paradigm in light of Johnson’s (2004) new model of SLA, namely “dialogical approach”
based on Vygotsky’s Sociocultural theory and Bakhtin’s Literary theory.
The study aimed to investigate 1) the nature of teaching practices of the instruction, and
2) students’ learning experiences with such instruction in an effort to contribute to the further
scholarly discussion of “how” literature is being and can/should be incorporated for the
development of L2. Data was collected through weekly class observations, interviews with the
instructor as well as three voluntary students, questionnaires with the whole class, and analysis
of written documents.
Findings reveal that the essence of Johnson’s SLA model (2004) was evident in this
particular class with LBLI where both language learning and language use co-occurred in
interactive practices with literature that served not only as a sociocultural resource for language
as speech, but also as a source for evoking meaningful interactions. The study also highlights that
this content-rich instruction fostered contextualized, real, not just realistic language experiences
encompassing the genuine negotiation of meaning while promoting students’ sense of
independence as language users. Together with implications for curriculum developers, policy
makers, teacher educators, and students, the thesis concludes with pedagogical implications for
its successful implementation in various ESL and EFL contexts by discussing different facets of
L2 pedagogy, including text selection criteria, classroom discourse, participation structures,
students’ and teachers’ roles, extended reading activities, and other preliminary pedagogical
issues.
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