Using Fiction to Create Gender Awareness in the ESL Classroom

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DEPARTMENT OF CULTURE, LANGUAGES AND MEDIA

Degree Project with Specialization in English Studies in Education

15 Credits, First Cycle

Using Fiction to Create Gender

Awareness in the ESL Classroom

Litteratur som verktyg för att arbeta med genus

i ämnet engelska

Jessica Ljung

Ann-Kathrin Mai

Master of English Studies in Education, 300 credits Ange datum för slutseminarium: 2021-01-11

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Abstract

The following study investigates using fiction to create gender awareness and understanding in the ESL classroom. As stated by Skolverket (2013), all teaching is to embody a gender perspective. However, for many educators, this is a multifaceted and difficult subject to grasp. Even more intricate is how to implement gender awareness into teaching, and the demanded knowledge level on the subject is challenging. Therefore, most L2 teachers do not take advantage of the possibilities offered by using fiction to address gender consciousness and question norms. Consequently, this study proposes investigating how fiction creates gender awareness and understanding in the L2 classroom and what strategies teachers might use to better facilitate learning about gender using fiction. This paper presents a literature review and analysis of contemporary research implicating why teaching gender through fiction is important. Moreover, the research suggests how this can be taught in the classroom and in teacher training to enforce didactic confidence on sensitive subjects. The different findings for teaching gender through fiction in an ESL classroom expand students' metacognitive thinking and help develop an understanding of the power of social constructs. Fiction may be a significant tool for learning both language and cultural necessities in a global context. We conclude with a discussion of the studies' implications for the Swedish educational context, including what pedagogical considerations must be taken into account when implementing gender awareness teaching using fiction in the L2 classroom. Finally, the findings are discussed in relation to Butlers' theory on gender, Flavells' metacognitive strategies on reading, and Ruddell and Unraus' motivated meaning-constructions process theory.

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Individual contributions

We hereby certify that all parts of this essay reflects the equal participation of both signatories below:

The parts we refer to are as follows:

• Planning

• Research question selection

• Article searches and decisions pertaining to the outline of the essay • Presentation of findings, discussion, and conclusion

Authenticated by:

Ann-Kathrin Mai Jessica Ljung

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1. Introduction

In our experience as candidate teachers in the English classroom, the teaching today does not seem to take advantage of the abundant possibilities of using fiction to discuss gender equality. During our training in the field, we have found that most teachers use fiction where the task at hand is to read and review the short story or novel. Typically, the whole class reads the book. The reviews are done individually to improve writing skills and, as it seems, to check that each student actually has read the work. Other times the teacher hands out a questionnaire based on the text's content to check reading comprehension. However, what is seldom taken is the opportunity to have students discuss and reflect upon the content of the literary work. Some teachers emphasize the use of fiction for vocabulary expansion. Sometimes, an in-class presentation is requested after finishing the individually chosen text to target speaking skills. Once again, it is about the delivery. Unfortunately, the chance to use fiction for learning on a metacognitive level is often neglected. The content is seldom analyzed and discussed among the students and almost never, if at all from a gender perspective. On the other hand, some teachers believe they are practicing a gender pedagogy by choosing fiction by female authors or with a female protagonist. However, fiction written with a female protagonist might show a single-minded way of portraying girls as equal in society. Moreover, those protagonists are often still somewhat gender conformed and do not break or challenge gender boundaries. The earnest consideration to teach gender using this type of fiction as a role model for female students fails, as it has the opposite effect on all students by being stigmatizing and fortifying gender norms.

Rosenblatt (1994) advocates reading as an emotional and metacognitive act where reading is a dialogical process between the text and the reader. Among other advantages, she regards literature as a means to understand others and to promote individual interpretations of the text and a classroom climate where students may express subjective opinions. Furthermore, Hayik's (2016) research in the EFL classroom found that by using novels, students, over time, may start changing their view and develop critical thinking of gender in society. Moreover, these novels can be used as a means to help the students question the common gender roles by portraying females as independent and strong. Bradford (2006) argues that if literature is to be used successfully to teach a second language, it must first and foremost succeed as a literary experience. Moreover, if the aim is to give the students a valuable experience, the linguistic perspective should not be in the foreground. However, by using

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the language in discussions and additional written tasks about literature and its content, the language skills will develop in a meaningful way, in a context.

Kuruvilla (2014) shows that teachers are not confident using fiction in this perspective, particularly subjects like feminism and gender. However, Taber and Lane (2013) advocate the use of youth novels such as Hunger Games to engage students in critical discussions regarding gendered stereotypes. They argue that any popular cultural artifact can be used to engage students in critical analyses regarding gender and stereotypes. Jarvis (2020) also argues that fiction can be used for critical thinking and to stimulate learning concerning gender and power. Furthermore, fiction as feminist pedagogy may use literature to pinpoint and critically discuss why gender manifests itself and how to highlight the issue. What is more, fiction can stimulate and question the status quo of feminists pedagogy. Moreover, the reader will help change the existing reference frame and learn about gender theory. In addition, fiction may help readers be confronted with their own prejudice of gender and power and promote critical thoughts. Kokesh (2015) finds that young adult fiction influences and challenges students' construction of femininity. Additionally, Boaz (2020) argues that fiction can be used as a pedagogical tool for students to discuss and expand on difficult social and political issues. Furthermore, they explore how speculative fiction can be used with a gender focus and a tool for metacognitive development.

Teachers have an immense responsibility towards students in the English classroom on many levels. Skolverket states they are to teach students how to understand and express themselves in English in different contexts. Furthermore, the teaching is to represent and impart knowledge about:

• individual freedom and integrity • the equal value of all people • equality between women and men

Additionally, all teaching is to embody a gender perspective in terms of content and organization and foster equal opportunities and rights for men and women. Moreover, teachers are supposed to reflect the society we are a part of and the students' reality. (Skolverket, 2011a).

There are several interpretations of what constitutes gender, but the main principles remain the same. For example, gender is defined by WHO (2020) as follows:

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Gender refers to the characteristics of women, men, girls and boys that are socially constructed. This includes norms, behaviors and roles associated with being a woman, man, girl or boy, as well as relationships with each other. As a social construct, gender varies from society to society and can change over time. Gender is hierarchical and produces inequalities that intersect with other social and economic inequalities. Gender-based discrimination intersects with other factors of discrimination, such as ethnicity, socioeconomic status, disability, age, geographic location, gender identity and sexual orientation, among others. This is referred to as intersectionality. (Paragraph 1-2).

Hedlin (2006) argues that gender is a social and cultural construction creating conceptions on what is feminine and masculine, and if teachers and the curriculum do not work together in regards to gender, stereotypes might survive and impact the school environment. Evans (2015) agrees and states that in today's society, gender has had a paradigm shift and is no longer specifically male or female. It can be binary or non-binary. Moreover, there is an apparent gap between the old idea of gender and the new. Furthermore, there are many differences in the treatment of gender regarding the economy, advantages in society, behavior acceptance, and equal rights in society.

Henderson (2014) claims that gender pedagogy is defined as teaching and learning of gender and should be used as grounds for teaching literature in the classroom. Moreover, she argues that gender pedagogy should be used consciously by teachers when teaching their subjects. Furthermore, she argues that students' personal reflection of gender should be seen as legitimate knowledge and that learning should be inline with the students' understanding of the world. Additionally, she maintains that as students' understanding of gender develops, so does their understanding of the world from a historical point as well as today. Moreover, Henderson views gender as potentially problematic for feminism as it could be seen as a way to water out the work of feminism, minimize the subject and let it drown as the term gender is growing. She recognizes the transition from studies of feminism to gender and argues that paradigm shifts are necessary to develop research on the subject further. However, Henderson is concerned that the term gender might lessen feminism and equality as the term incorporates many different inclusions today that needs to be reflected and respected in society. Consequently, the awareness that equality still has a long way to go might be lessened.

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1.1 Theoretical Framework

According to Flavell (1979), metacognition includes knowing one's knowledge and cognitive processes and the ability to monitor and regulate one's knowledge and cognitive processes. Metacognitive strategies while reading include monitoring levels of text difficulty, depth, the relevance of background knowledge, problems in comprehension, meaningful text processing, and progress toward setting and reaching reading goals.

Motivated meaning-constructions process theory (MCP), as presented by Ruddell and Unrau (2013), focuses on learners' reading process involving reader, text, and teacher in a sociocultural environment. The sociocognitive theory discusses the different layers of reading and sees the text as dynamic as students, text, and contexts interact. Furthermore, the authors see the teacher's role as a facilitator of meaning construction of both text and social context in the learning environment. In addition, student motivation and cognitive conditions affect how the text is read and interpreted. Moreover, the teacher's different components of teaching are instrumental in how students interact with the text. Therefore, the teachers' actions in the classroom environment directly impact how students perceive the text in a classroom context.

Butler (2004) discusses gender as performing, meaning that gender is portrayed by others or within a general acceptance of what it constitutes. Therefore, gender is not merely what you are, but what you are defined as. Furthermore, she argues that the term gender needs to include more than he or she, and rather be seen as wider, more loosely defined to include transgender, transsexuality, intersex, and other terms. Including these different variations of the term gender, Butler argues, should not undermine women's continued discrimination. Therefore, she states that the growing gender identity movement should be intertwined rather than take over from feminism and its movement towards equality. The negative treatment of one should not erase or minimize the treatment of the other. Even though it is no longer sufficient to interpret gender discrimination as discrimination of women, she underlines the importance of including women as part of the term and not diminishing it. Therefore, she claims that gender should be continuously modified to be inclusive. Consequently, Butler argues that knowledge of how gender is used and institutionalized needs to be questioned and renewed, and this begins with the education of gender norms and power.

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2. Aim and Research Questions

This study investigates how the use of literature might facilitate understanding of gender in the ESL classroom. To do this, we will first explore and review the research field on the positive outcome of using fiction as gender pedagogy. Secondly, the report will look into what research says about teachers' practices and investigate successful strategies teachers might use in the L2 classroom to better teach gender using fiction.

Our research questions are thus as follows:

• How can fiction create gender awareness and understanding when taught in L2 classroom in upper secondary school?

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3. Method

To study how fiction can facilitate understanding of gender in the classroom, manifold methods were used to identify methodically and assess the essential sources. Primarily the use of research databases has been the main source. However, secondary sources such as previous course literature and other literature have been conferred.

3.1 Search delimitations

The online databases used were ERC, Eric, and SwePub, as the MAU library recommended them as trustworthy sources. Furthermore, Google Scholar was used. Skolverkets homepage was searched to retrieve the steering documents, current curriculum, and relevant articles concerning our subject. Moreover, sources such as literature and theories have been consulted.

The search process consisted of the following key terms: Gender, Fiction, teaching, L2, ESL,

classroom. Synonyms such as Novels, Literature, EFL, Learning, Feminism were used to widen the

search. These terms were used in various combinations and independently to ensure studies relevant to our research. The search was also widened by using references from relevant articles and research and the option similar results in the Ebsco database.

Exclusion and inclusion criteria were set to identify relevant sources contrived. Firstly, the relevant research articles were reviewed by relevance to our study. The following structure was done by reading the title, abstract, and conclusion to review if this was relevant to our research question. Secondly, determine if the research qualifies as relevant by investigating if the articles were peer-reviewed and published in relevant, credible journals or periodicals. Thirdly, reading the relevant studies thoroughly.

3.2 Inclusion Criteria

Using the key terms, studies containing how fiction was used to enhance the learning of gender were included. The focus was mainly upper secondary or college students. However, research was selected based on how literature can be used to teach students about gender. Therefore, some articles were chosen that did not include upper secondary students but were

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still relevant from the teacher's perspective on how fiction can teach about gender. Moreover, some of the studies did not include second language learners but were interesting from a teaching perspective. The main focus of inclusion was articles that used novels to incorporate teaching about gender. Furthermore, contemporary research was chosen concerning gender to draw conclusions based on relevant and current research.

3.3 Exclusion Criteria

Firstly, any sources that did not concern how fiction in a broader sense can be used to teach gender were omitted. Since this is the basis of the study, any other research concerning L2 or EFL that did not concern teaching or novels or gender was excluded. Secondly, we excluded all research on teaching gender through novels before 2004as gender studies have had several paradigm shifts during the last decades. Therefore, most of the articles are from the last decade to be deemed relevant. Thirdly, sources that were not peer-reviewed or published in relevant journals were discarded to insure the study's credibility.

An overview of the number of sources identified and later used is presented in Table 1.

Table 1. Inclusion and Exclusion Criteria

Area of interest Total number of references found Total number of references used

Teaching and gender 13 4

Gendered focus fiction 11 5

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4. Results

This section presents an overview of the peer-reviewed articles related to L2 teaching as well as gender awareness perspective using fiction. The studies combine why gender is important to teach, why, and how fiction can be a significant tool for learning both language and cultural necessities. The research findings are then presented in relation to our research questions.

4.1 Awareness and Understanding of the Gender

Perspective in L2 Teaching

To examine how fiction can promote feminism, Boaz (2020) assigned undergraduate university students with different types of fiction, from Marvel's Jessica Jones, Atwood's A

Handmaid's Tale, and Game of Thrones by Martin. Furthermore, she explicates different tools

to detect how a patriarchal approach is the main theme in literature, movies, and games. Consequently, using "the male gaze"1_{when reading can help students detect the underlying}

problems of how women are portrayed and seen. In addition, she considers the Bechdel test2

for finding how females' roles are used and objectified. As this test can be seen as relevant but a bit outdated, Boaz suggests using the Mako Mori test3_{for a more contemporary}

outlook on gender bias. In her research, she focuses on how speculative fiction can be used with a gender focus and as a metacognitive development tool. Boaz argues that fiction can be used as a pedagogical tool for students to discuss and expand on difficult social and political issues.

As a means to show how fiction can be used to teach a feminist curriculum, Jarvis (2020) researched the dystopian fiction The Power by Alderman. Her participants were adult learners on a discussion forum in the UK called Mumsnet, a well-known digital discussion forum with more than 12 million unique visitors per month, where adult learners debate literature and its impact on metacognitive thinking. Jarvis uses critical feminist theory and

reader-1_{"The male gaze"tends to view gender in terms of the binary. Heterosexual men are the} subject and heterosexual women are the objects. Anyone who falls outside of these strict categories is not represented, either as the viewer or the viewed.

2_{The Bechdel test is a straightforward measure of gender parity in film or television. A film} or episode passes if it has a) a scene with two women, b) who talk to each other, c) about something besides a man.

3_{For a film to pass the Mako Mori test, it has a) at least one female character who b) has} her own narrative arc that c) is not about supporting a man's story.

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response theory as a theoretical framework. The case study involves analyses of posted comments and a close reading of the book from a feminist perspective. The article aims to analyze how a particular fiction like The Power uses different strategies as an educational process. The analysis contains readers' reflections and challenges around the novel, and she uses a strict observational method and does not interfere with the discussion forum. With the underlying views of gender as portrayed by Butler (1990), Jarvis (2020) focuses on the novel to assert the complexities of gender as performative and situated, rather than as a fixed normative state. The novel questions patriarchy by creating an environment where women are in charge and use and abuse power to create change and later to uphold and enjoy. By changing the view from a male to a female perspective, the novel's author questions social constructs and superiority simply by the defined sex. Jarvis argues that even though the research is not in an educational environment, the point is to challenge ideas and expand a critical view of power distribution. She claims that fiction may be used as a tool for reflection and understanding of gender. Furthermore, that it is a learning opportunity for students to unmask power and its underlying mechanisms, focusing on gender.

Using recognized literary journals, scholarly databases, and literature, Rubinstein-Avila (2007) researched how professional literature portrays young adult female protagonists based on critical race feminist theory. The definition of critical race feminism is the intersectionality of discrimination against women. Furthermore, the theory defines the complexities of what constitutes women and their sexuality. It questions the structural inequalities of society regarding women, color, sexual identity, and expected behavior. Rubinstein-Avila analyses how these protagonists are characterized and implicitly meet the unsaid expectations of a socially traditional sexist patriarchy. She questions that even though there has been a shift in the paradigm of gender, there is a need to further discuss these heroines only as partly equal when seen through the lenses of critical race feminism. Rubinstein-Avila's research points to a simplified and typical characterization of the women as white, middle class, and, somewhat, gender conformed. Typically, if the protagonist is queer, they cannot be of color. Furthermore, the heroine is mostly depicted as a female stereotype of being a caretaker or other forms of conventional expectations. Moreover, Rubinstein-Avila's (2007) findings show that hardly any of the studied literature characters were created to threaten or challenge mainstream societal norms, as the gender boundaries were seldom broken or bent.

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To investigate the use of literature in ESL teaching in a broader sense, Norton and Pavlenko (2004) did a case study collection of research done on feminist pedagogy from all over the world. These studies' main participants were women. However, some included male participants as well. This was partly because there was a higher representation of female participants selecting languages and also because some studies focused on females in particular. The studies were conducted on college-level and adult education classrooms. Each study concerned teaching feminism through texts and discussions, with a focus on language acquisition. Several studies considered feminism to be seen as one of several social issues necessary for learning languages. Norton and Pavlenko consider gender as a local construct of social relations and practices from a poststructuralist framework. Moreover, they argue that gender is one of many intersectionality issues that needs to be taken into account to understand how to teach languages. The article deliberates on how English language teachers address gender, involving curricular innovation, topic management, feminist teaching practices, and classroom management. The studies show that teachers need to be educated and prepared in handling controversial subjects in the classroom. Norton and Pavlenko argue that teachers are to facilitate students' intersectional perspective, as well as language learning.

Through the use of interviews and classroom observations on higher education students studying gender, Henderson (2014) finds that through teaching gender pedagogy, students might develop their critical thinking. Furthermore, she claims that gender pedagogy defines as teaching and learning of gender and that this should be used as grounds for teaching literature in the classroom. Moreover, it is the cognitive development that creates an understanding of gender that postulates change. Noting that gender studies are generally seen as inferior or less important than other subjects, Henderson uses this study to underline why gender studies must be recognized in academia. She also claims that students' personal reflection of gender should be seen as legitimate knowledge and that learning should be in line with the students' understanding of the world. When gender is taken seriously in the classroom, the implications of teaching and learning can change the social constructs and thereby create a paradigm shift. Rather than portraying her findings as conclusions, Henderson seeks to question the dynamics of the term gender and keep debating it to find relevant contemporary means to teach gender in the classroom.

Finally, Arboleda-Arboleda and Castro-Garcés (2019) conducted a study assigning university students with both an open-end and a semistructured questionnaire to investigate how

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literature can be used as a pedagogical tool for improving EFL students' language skills through task-based learning (TBL)4_{. According to the researchers, it is problematic that most} teachers decide what literature to use, which affects students' motivation negatively. Furthermore, teachers' lack of confidence and knowledge regarding teaching literature affects how literature is taught in the classroom. However, the students were highly motivated to complete a TBL reading and writing project, which resulted in the advancement of their language skills. Arboleda-Arboleda and Castro-Garcés see literature as an important means to acquire language skills and intercultural understanding. Furthermore, they claim positive implications of critical thinking skills developed through different types of literature in different contexts.

Henderson (2014) emphasizes that realizing and raising awareness about the deconstruction of gender will detect why and how social constructs can change. Furthermore, Norton and Pavlenko (2014) consider gender a social construct rather than a fixed one. Moreover, they argue that gender and intersectionality are often intertwined. Jarvis (2020) concurs and uses the critical feminist theory that claims that gender is part of intersectionality, and this perspective needs to be addressed to make changes. Rubinstein-Avila (2007) also uses critical feminist theory to support her findings and shows that literature needs to be critically examined, and the issue of gender is still very relevant. Boaz agrees with Norton and Pavlenko (2014) and Jarvis (2020) on intersectionality and shows how this could be highlighted in the classroom by using an example of a female protagonist from Game of

Thrones.

Although research clearly demonstrates the necessity of teaching gender, the subject is often construed as difficult, and there seems to be a gap in teachers' knowledge, which appears to complicate how this is addressed responsibly in the classroom. Norton and Pavlenko (2014) agree that teachers should use fiction to address gender in the classroom and argue that these practices should be used as grounds for discussing and developing consciousness concerning gender and social constructs. Since this might be a bit of an abstract term for students to grasp first hand, fiction can be an effective tool for depicting the nuances of gender in a

4_{Ellis (2003) defines TBL as "a workplan that requires learners to process language}

pragmatically, in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed ... a task is intended to result in language use that bears a resemblance, direct or indirect to the way language is used in the real world"(p.16).

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figment setting. Rubinstein-Avila (2007) emphasizes literature as a way of developing knowledge about gender and the world. Fiction is often created in an imaginative environment and can function as a way for students to develop their metacognitive thinking as well as understanding different settings from their own perspective. Furthermore, using fiction, teachers may engage learners in critical reflection by incorporating a gender perspective. Boaz (2020) agrees and uses examples from literature where three different tests show how problematic these constructs are in fiction, movies, and games and how these can be used as instruments to develop an understanding of the world. Moreover, these tools can be used by teachers in the classroom when reading fiction to raise gender awareness and as a foundation for discussions concerning gender issues. Jarvis (2020) claims that fiction is an important tool for developing gender awareness and reflection and should be promoted in the classroom. She argues that discussions of gender based on fiction might be less threatening and can create a further dimension of understanding as it is not directly applicable to students' own environment. Furthermore, this way of interconnecting fiction with the students' perception can help develop their metacognitive thinking when associating fiction with real life. Moreover, Jarvis uses her research to show how intersectionality connects the social construct by discussing dystopian fiction as a bridge to reality. Norton and Pavlenko (2014) argue that fiction can and should be used for this. They claim that gender is a factor that can affect second language learning based on the classroom environment, the use of literature, and assignments, and teachers should be aware of this when planning lessons. However, the choice of fiction affects learning and should be regarded as an opportunity to expand students' perception of self and the world. Therefore, they argue learning should be drawn from life experiences while reading texts from a gender perspective as this aids in changing students' perspectives on what is an alternative way of thinking. In addition, Norton and Pavlenko state that the democratic classroom should be seen as a fundamental part of promoting learning. This is confirmed by Arboleda-Arboleda and Castro-Garcés (2019), who regard the democratic classroom as the foundation for an environment where there is room for discussions. Moreover, they claim that literature is a tool for this. However, it is the way that it is taught that promotes insights. They advocate how teacher interaction is the main tool for fostering language skills.

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4.2 Strategies to Facilitate Learning about Gender

Using Fiction

There are numerous ways for teachers to use fiction and texts in the classroom to introduce current gender related dilemmas. Boaz's (2020) research shows that fiction can be used to discuss metaphors and how these are used to alter the readers' experiences and opinions. Furthermore, she demonstrates how allegories are accustomed to convey messages, using Game of Thrones as an example. Using the gendered analysis example of Daenerys's complex role of mother and ruler to discuss intersectionality when the "white savior complex" is the female savior freeing the slaves, Boaz introduces complex political and social dynamics teaching gender theory. This is further complexed by the slaves not wanting or knowing how to be free, giving Daenerys unexpected leadership problems. Similarly, Jarvis (2020) uses the novel in curriculum terms to argue what the teacher seeks to convey and what method and literary techniques should be considered when using The Power in an educational context. She claims the students' critical engagement as a way of challenging hegemonies on gender, focusing on developing metacognitive thinking rather than focusing on the reader as a passive recipient. Furthermore, Jarvis suggests close reading as a useful tool for students to understand textual practices and literary discussions. The mechanisms and semantics used to perform the rhetoric can be unfolded and used as a pedagogical learning opportunity. Moreover, Arboleda-Arboleda and Castro-Garcés (2019) argue that EFL teachers can teach literature without expert knowledge. Consequently, the teachers' role and the literature tasks' design were the most crucial. Their outcomes suggest that students exposed to the combination of literary texts, real communicative contexts, and motivation results in positive language acquisition. Furthermore, their findings show that student participation and a sense of involvement were crucial for development. Rubinstein-Avila's (2007) research addresses the importance of educators opening up to discuss social constructs to deal with these classrooms' implications. Discussing how gender literature is portrayed and the idea of one-sided gender literature as enough can be used as the basis for understanding the complexities of gender as more than just one thing. This is accepted literature today, used as "gender tools." However, teachers need to be aware of this implication when using and teaching this in the classroom. That way, students will connect texts with social ideologies and develop a metacognitive way of dealing with intersectionality from a gender perspective.

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Norton and Pavlenko (2004) suggest that reading and reflection, combined with real-life experiences, will support students in using a metacognitive way of learning both languages and gender within larger social contexts. Furthermore, they argue that teachers need to allow students space for discussions and be willing to share the classroom's power for these discussions to be fruitful. Norton and Pavlenko further suggest that using students' experiences combined with shared decision-making in the classroom might illuminate and expand students' views both locally and globally, thereby expanding their metacognitive thinking. In order to achieve this, they propose a scenario-based approach to raise consciousness during teachers' training for educators to be aware of how to teach and respond to sensitive classroom situations. By introducing theoretical tools, such as "the male gaze," Bechdel and the Mako Mori test, Boaz (2020) argues that teachers can expand their knowledge of gender-based systems and how they serve to uphold real-world dilemmas using fiction. This way, teachers can address difficult topics related to social constructs in a figment manner. Moreover, these tools can be used to further students knowledge of power concepts when reading fiction, watching movies or playing games. In addition, Henderson (2014) suggests the classroom should be a democratic one as students' ideas of gender might outshine the teachers, and that learning is the main concept. Teachers need to take all this into account before approaching this kind of discussion in the classroom.

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5. Discussion

Evident benefits of fiction as a tool for developing metacognitive skills were presented in the studies. The researchers found that literature could be used to develop critical thinking and improve students' understanding of gender and, in extension, the world, and their role it it. This is in line with Flavell (1979), who states that metacognitive aspects are critical to creating awareness of how to use different aspects with various layers when teaching. This creates an opportunity for learning overall. The research (Henderson, 2014; Jarvis, 2020; Boaz, 2020) argues that by teaching awareness of gender, students will learn how to discuss, compare, argue, and connect different social constructs, thereby developing their metacognitive thinking. Using fiction to deconstruct texts and metaphors to critically discuss how the text is built from a gender perspective will help the students' comprehension of the text itself and the construct, thereby developing deeper knowledge. The concepts of power and gender can be used to integrate different layers of learning and thereby expand the understanding of language. Furthermore, the view of gender as an ongoing process means that educators should incorporate this into their teachings. Fiction is not merely entertainment, but tools that, when engined right, will serve as a way for students' metacognitive development concerning world issues and consequences of actions, all in accordance to Flavells' (1979) metacognitive theory.

The researchers (Arboleda-Arboleda & Castro-Garcés, 2019; Rubinstein-Avila, 2007) conclude that by learning how to read between the lines and understanding different social constructs, students will be able to see the world's inequalities and question them and ultimately work for change. Furthermore, they argue that when students have their own choice of literature, there is a direct effect on motivation and learning. The studies results are in line with Ruddell and Unrau's (2013) MCP theory, which sees that the process of learning and understanding text in-depth has several implications. Consequently, teachers need to take this into account in order to help students progress towards reaching reading goals. This social cognitive theory confirms that students' interaction with the text and context is helped by motivation. Furthermore, teachers need to keep motivation in mind when creating lessons and assignments in order for students to develop cognitive functions.

Knowledge of alternative discourse of gender and sexuality is demanded from educators if they are to introduce and engage the students to gender topics. According to the studies

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(Jarvis, 2020; Norton & Pavlenko, 2004), discussing the power of gender is an ongoing process where critical thinking and understanding of the concepts of power and sex are challenged. Rubinstein-Avila's (2007) findings correspond as the LGBT fiction studied was layered with caution and trimmed to fit accepted norms close to heterosexuality. In short, the female protagonist was allowed only to cross certain boundaries while at the same time, upholding others. Sexism was not disputed from an intersectionality viewpoint, but from an institutionalized perspective and therefore not dealt with properly. This is in accordance with gender theory claiming that even though one might argue that we have come a long way, gender is a complicated issue that still needs to be addressed in society (Butler, 2004). Furthermore, she claims that gender discussions in education can lead to societal change. However, to achieve this successfully, teachers and school leaders have to be aware that gender is a term that needs to be dynamic and ever-changing to adapt to the intersectionality of gender today (Butler). The results clearly illustrate that educators' challenge is to understand that teaching gender goes beyond basic norms of feminine and masculine.

Applied in a Swedish school context, the different findings for teaching gender in an ESL classroom can be used to learn about different social issues and living conditions in other parts of the world. Research shows that using fiction combined with gender teaching strategies can develop both students' metacognitive thinking including an understanding of the power of social constructs. These findings are particularly relevant in the ESL classroom in Sweden as it is part of Skolverkets' recommendation and supports the National Curriculum. As stipulated (Skolverket, 2013), fiction of different kinds should be used to teach students about society and different social constructs. Furthermore, using literature in upper secondary school can help explain and discuss different social constructs of various kinds relevant to students' own experiences using written English. Moreover, all teaching is to embody a gender perspective and convey knowledge not only about individual freedom and integrity and the equal value of all people but also the equality between women and men. Teachers are to foster equal opportunities and rights for men and women and reflect the society we all are a part of as well as the reality of the students'. Furthermore, the curricula require a gender perspective in terms of teaching content and organization (Skolverket, 2013).

Many teachers feel unequipped to teach literature and even more so to analyze texts from a gender perspective. Research shows that this is an area that needs to be addressed in teacher

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training (Boaz, 2020; Rubinstein-Avila, 2007; Norton & Pavlenko, 2014). Moreover, questioning how teacher-training in Sweden could benefit from making teaching gender as part of their agenda could improve teachers' confidence in teaching both literature and gender. According to Malmö University (2020), gender is incorporated in all parts of the University. However, in teacher training English studies, there seems to be an exception where this is concerned. There is no clear course or part of course that incorporates gender as of today. Furthermore, teacher training education in English consists of very little education on how to teach, analyze, and understand fiction in a deeper sense or from an MCP theory viewpoint. Here, there is room for improvement. UNDP (2020) states that there should be equality between gender, which should be reflected in society. If there is political, economic and social equality, it will benefit society as a whole. Skolverket (2013) has adapted this as a goal for students. Thus, as teachers, there should be a positive learning outcome to know how to teach as well as understanding why, and this should be incorporated into teacher training. Furthermore, this is important for the whole teacher community to adapt to. Although, Skolverket (2020), as well as recent research, suggests how to work with gender issues but does not specify who is responsible for further education for existing teachers. The implications are that the responsibility for this is situated on individual school leaders or even on the teacher level. This implies a risk for the students' education to be unequal, which is in opposition to the intentions of Skolverket. Knowing how to teach norm critical is vital for change to occur, according to Skolvärlden (2017). However, today's debate in Sweden, both politically and within the teacher professional community, is mostly about education being unequal throughout the country and in-between different communities and schools. Therefore, the discussion of gender might seem minor and unnecessary in comparison. As Butler (2004) discusses, gender studies are no longer a considerable part of the academic community and, therefore, at risk of being marginalized. However, teachers in Sweden are to follow the recommendations of both the UN and Skolverket, who state that gender and social construct should be taught. Furthermore, Skolverket explicitly recommends different kinds of fiction to expand students' horizons. Therefore, combining the two aspects of fiction and gender might further students' education and personal development as well as an understanding of the world.

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6. Conclusion

By using fiction, teachers can design strategies to promote students' learning and awareness in both language and gender, thereby developing their metacognitive thinking about English, gender, and social constructs. The research shows that gender awareness can be raised by using fiction in the classroom. Moreover, teaching with a gender perspective will help students understand the underlying cultures that create a society and support their awareness of intersectional issues when developing their metacognitive skills. Although research clearly shows that fiction is an important tool to teach language and gender in the classroom, there are many layers of knowledge demanded for educators to teach fiction with more than the general book review in mind. However, there is a lack of confidence concerning this matter, which leads to many educators excluding this from their teachings. To move forward, steps to assure teachers' understanding of the importance and the know-how need to be taken. The gender issue, as stated by Skolverket and the above research, shows that teachers need to teach about gender in itself and as a part of cultural and social constructs. For many teachers, this is a difficult subject, and therefore some proper guidance and clear advice on how to proceed could support teachers focus on a subject of many layers. This paper shows that gender is still an issue that needs to be properly addressed. Moreover, teachers need to be provided with applicable strategies to help create an equal society for all students.

This study's limitations are to be expected as existing research on the subject of gender and literature teaching is mostly from a gender or psychological research perspective. Moreover, the research found is mainly in adult settings or involving university students. Furthermore, the research field on literature, gender, and how to teach gender in a classroom environment is limited. As for potential future studies, the importance of teaching gender through fiction is a field where there is room for further research. Combining ESL, fiction, and gender from a language teaching perspective can help teachers' develop knowledge and change students' perception of equality, thereby changing our cultural hegemony in a positive direction. Teacher education should be revised following the aforementioned suggestions from Skolverket, UN, and researchers who argue that teachers need more know-how to teach gender and fiction in the classroom. Just because we have come a long way does not mean we are done.

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