Creative response and the teaching of literature in a second-language context : a Kenyan case study
Creative response and the teaching of literature in a second-language context : a Kenyan case study
The study attempts to investigate the place of literature in Kenya's 8-4-4 Education System. It is divided into three parts. Part One, which is sub-titled `Theoretical Framework', is divided into two sections: A and B. Section A focuses on the definition, scope, functions and some of the theories of literature. This provides the framework within which major problem areas in the teaching and learning of literature are identified. Section B deals more specifically with the cultural and the multi-lingual aspects of Kenya's educational context. These form the basis for a discussion of literature teaching in a second-language context. Part Two is sub-titled `Textual Framework' because of its concern with the reading processes themselves and how they determine the outcome of reader/text interactions. The main aim is to establish the link between these and students' creative responses to literature. Part Three is the study's `Practical Framework'. It begins by recalling some of the investigations into literature teaching. This contextualizes the Kenyan fieldwork project which had similar objectives: how should teachers cultivate student's interest in reading books and how should they be assessing achievement in literature? There is a full discussion of the findings from Kenya. This leads to recommendations based on this fact: literary texts not only portray human experiences but they are also rich resource materials for language learning.
University of Southampton
1992
Amateshe, Kisa A.D
(1992)
Creative response and the teaching of literature in a second-language context : a Kenyan case study.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
The study attempts to investigate the place of literature in Kenya's 8-4-4 Education System. It is divided into three parts. Part One, which is sub-titled `Theoretical Framework', is divided into two sections: A and B. Section A focuses on the definition, scope, functions and some of the theories of literature. This provides the framework within which major problem areas in the teaching and learning of literature are identified. Section B deals more specifically with the cultural and the multi-lingual aspects of Kenya's educational context. These form the basis for a discussion of literature teaching in a second-language context. Part Two is sub-titled `Textual Framework' because of its concern with the reading processes themselves and how they determine the outcome of reader/text interactions. The main aim is to establish the link between these and students' creative responses to literature. Part Three is the study's `Practical Framework'. It begins by recalling some of the investigations into literature teaching. This contextualizes the Kenyan fieldwork project which had similar objectives: how should teachers cultivate student's interest in reading books and how should they be assessing achievement in literature? There is a full discussion of the findings from Kenya. This leads to recommendations based on this fact: literary texts not only portray human experiences but they are also rich resource materials for language learning.
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Published date: 1992
Identifiers
Local EPrints ID: 461326
URI: http://eprints.soton.ac.uk/id/eprint/461326
PURE UUID: ccecfe4a-595d-4659-b9b9-1f97c38bf36f
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Date deposited: 04 Jul 2022 18:43
Last modified: 04 Jul 2022 18:43
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Author:
Kisa A.D Amateshe
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