Applying Child and Adolescent Literature in Teaching Persian to Non-Persian Speakers from Persian Teacher’s Perspective

With the development of the language-based learning approach, language pedagogy takes more advantage of Child and Adolescent literature in teaching to non-native speakers. Besides, language plans were driven to adopt certain expected features; such as modern grammatical and morphological structures, expressing tangible meanings and events of everyday life, being pleasant, equipping learners with eloquence methods, and applying general and universal language pedagogy issues. Since literary texts have various levels and types, language education policymakers need to consider them in designating language plans. With survey methods, this paper illustrates the significance role of Child and Adolescent literature in teaching Persian to non-Persian learners. To achieve this goal, the authors created a questionnaire with eight literary genres in Child and Adolescent literature at three levels of language proficiency. The questionnaire was sent non-randomly to 94 Iranian teachers, experts in teaching Persian to non-Persian speakers and acquaintance with Persian literature. The collected data was analyzed using SPSS 22, calculating one-way Chi-square, applying Friedman and Mann-Whitney statistical test. Data analysis reveals that the relevant indices for beginner levels are either minor or insignificant. However, in the intermediate and advanced levels children’s tales and stories, along with adolescent poetry, are more emphasized.