ABSTRACT
Considering that literature can work as an instigator of constructive emotions (ROSIEK, 2003ROSIEK, J. Emotional Scaffolding: an exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 2003. ), and given that the Sociocultural Historical Theory based on Vygotsky recognizes emotions as an important aspect of the individual’s development (VYGOTSKY, 1989), this study aims at analyzing the multimodal narratives (BARKHUIZEN; BENSON; CHIK, 2014BARKHUIZEN, G.; BENSON, P.; CHIK, A. Narrative inquiry in language teaching and learning research. New York: Routledge, 2014. ) provided by ten public high school students. Data for this study were generated on-line due to the COVID-19 pandemic and regard their memories of the use of literature in 2018 and 2019. We analyzed the presence of emotions as motivators for engagement and, thus, beneficial for language development, collaborating to fulfill the gap in empirical research on literature and emotions in lessons of English as an Additional Language (PARAN, 2008PARAN, A. The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Cambridge: Cambridge University Press, 2008. v. 41; BLOEMERT et. al., 2019BLOEMERT, J. et al. Students’ perspective on the benefits of EFL literature education. Language Learning Journal, v. 47, n. 3, p. 371-384, 2019. ).
KEYWORDS:
English as an Additional Language; literature; narrative inquiry; Sociocultural Historical Theory; emotions