Reading Mary Shelley[UNI=0027]s [i]Frankenstein[/i] (1831): Implementing Extensive Reading through a Graded Reader in Upper Secondary EFL

Abstract

The dissertation investigates the application of extensive reading in the EFL classroom on the basis of a graded reader adaptation of Mary Shelley's Frankenstein (1831). Drawing on principles of second language acquisition and curricula of the Wallonia-Brussels Federation, it determines the pedagogical value of such an approach at the upper-secondary level. Findings suggest that graded readers facilitate vocabulary acquisition, reading fluency, and learner engagement and make canonical fiction readable. Frankenstein is particularly valuable thanks to its linguistic, cognitive, and cultural richness as well as its high appeal potential among teenagers. The study considers practical constraints (level choice, adaptation choice, time constraints, learner motivation) and proposes a specific methodology for classroom implementation. In conclusion, the graded reader version of Frankenstein is a useful tool to develop students' linguistic and intercultural competence, enhance their reading pleasure and critical thinking skills.