An examination of the ESL/EFL literature teacher education course content and methodology and its influence on literature learning in Ugandan schools
An examination of the ESL/EFL literature teacher education course content and methodology and its influence on literature learning in Ugandan schools
It is concluded, from the evidence, that owing to the qualities of the current course content and methodology the student-teachers' approach to pedagogy tends, for example, not to teach literature at pre-intermediate secondary level and instead simply uses literary texts at lower secondary to develop the learners' language competence in the mistaken hope that literature will be learned by osmosis. And, it is possible for the student-teachers to resort to conventional practices 'in the field', for example, the teacher/book-centred 'transmissive' classroom practices. Such literature practice has serious implications regarding the effectiveness of the current course content and methodology, because it can be correlated with some of the factors to which the teacher-educators and student-teachers interviewed in this study attribute the decline in interest and performance in literature in Uganda. Thus, the theoretical and pedagogical case is presented for a reader-response theory-based future course content, and a methodology of the teacher education course which adequately gives the student-teachers comprehensive practical experience of important aspects of classroom literature teaching. This approach to ESL/EFL literature teacher education in Uganda would equip the student-teachers with the requisite knowledge and skills to be able to develop (and test) the individual learners' 'aesthetic' literary reading and response abilities right from lower secondary instead of simply developing the learners' language competence at the pre-intermediate level, and it would bolster their confidence to implement what they have learned.
University of Southampton
Okuni, Akim
e7846964-9aea-4f93-9251-0e28687a40f1
2000
Okuni, Akim
e7846964-9aea-4f93-9251-0e28687a40f1
Okuni, Akim
(2000)
An examination of the ESL/EFL literature teacher education course content and methodology and its influence on literature learning in Ugandan schools.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
It is concluded, from the evidence, that owing to the qualities of the current course content and methodology the student-teachers' approach to pedagogy tends, for example, not to teach literature at pre-intermediate secondary level and instead simply uses literary texts at lower secondary to develop the learners' language competence in the mistaken hope that literature will be learned by osmosis. And, it is possible for the student-teachers to resort to conventional practices 'in the field', for example, the teacher/book-centred 'transmissive' classroom practices. Such literature practice has serious implications regarding the effectiveness of the current course content and methodology, because it can be correlated with some of the factors to which the teacher-educators and student-teachers interviewed in this study attribute the decline in interest and performance in literature in Uganda. Thus, the theoretical and pedagogical case is presented for a reader-response theory-based future course content, and a methodology of the teacher education course which adequately gives the student-teachers comprehensive practical experience of important aspects of classroom literature teaching. This approach to ESL/EFL literature teacher education in Uganda would equip the student-teachers with the requisite knowledge and skills to be able to develop (and test) the individual learners' 'aesthetic' literary reading and response abilities right from lower secondary instead of simply developing the learners' language competence at the pre-intermediate level, and it would bolster their confidence to implement what they have learned.
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Published date: 2000
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Local EPrints ID: 464211
URI: http://eprints.soton.ac.uk/id/eprint/464211
PURE UUID: fa978ec2-5ad9-44ed-bced-787534d42047
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Date deposited: 04 Jul 2022 21:35
Last modified: 16 Mar 2024 19:20
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Author:
Akim Okuni
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