The objectives of teaching literature in Zambian secondary schools and the extent of their attainment through the set book syllabus
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Date
2011-06-10
Authors
Mwape, Freddie Lulamuna
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Abstract
This study seeks to identify »<>»» °
objectives of teaching Literature in Zambian Secondary Schools and the degree of their attainment through the set book syllabus used at present. An alternative Literature
syllabus is proposed which would facilitate the attainment of the identified objectives, as is an examination which would evaluate these objectives.
Chapter One argues that the set book syllabus was a product of African colonial educational policy which assumed
that Literature teaching in Britain (Ll) was equally applicable to situations where English was a second language (L2)« It has
since been increasingly felt that Ll Literature teaching is different from L2 teaching,
A review of related studies sheds light on the potential influence of Literature on students, the ineffectiveness of
traditional Literature teaching methods, and the language deficiencies of L2 students with their implications for Literature teaching in Zambia.
Chapter Two identifies the problems of teaching Literature through the set book syllabus in Zambia as being the obscurity
of objectives, insufficient teacher training in methodology.and Literature examination questions which lead to the assumption by teachers and students that Literature is a content (rather than a skills) oriented subject. The separate study of Literature and English language and a widespread shortage of set books are also considered as part of the problem* It is from this standpoint that the study hypothesises that a) the Literature examination in Zambia seeks to test low level educational skills at the expense of higher—level
ones; b) there is no relationship in student performance between Literature and English language in the School Certificate examination
Chapter Three proposes three ways to test the
hypothesese In respect of the first hypothesis. School Certificate questions for the 1972-1982 period and Mid-year
questions from six selected secondary schools on the Copperbelt are analysed and classified on the basis of the responses they
were intended to obtain* A sample of student answers to the
Mid-year examination is also considered for analysis and classification* In testing the second hypothesis the study
examines the 1982 School Certificate examination results of a stratified sample of 842 students who took both Literature
and English language to ascertain whether or not a relationship exists between the two subjects. Thirdly, the nature of the
set texts on the Literature course and teaching methodology are examined in respect of skills required to achieve the
desired objectives.
The research findings in Chapter Four support the first hypothesis, but the second hypothesis is rejected. The study therefore concludes that a) the Literature examination is basically aimed at testing students
ability to recall information from the set texts (a low-level skill), b) teachers are more likely to set challenging questions
than School Certificate examiners, c) despite the Africanisation
of the Literature course, it is questionable that appropriate
social and cultural values can be developed through the study
of five set texts, d) it is unlikely that Zambian Literature
students are encouraged to develop discrimination since this
skill requires an individual's exposure to a wide variety of reading materials
Chapter Five proposes an alternative Literature syllabus whose major elements would be a three-year course comprising
two components: a Grade Ten course and a Grades 11-12 wide~ranging reading programme with an examination divided into
two parts; the first paper would focus on 12 books read on a. related theme, while the second paper would test aspects of
critical skills* The study also recommends that Literature be made a compulsory subject and that there be concomitant changes in the training of teachers of English if the proposals are to succeed.
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Keywords
Literature -- Study and teaching -- Zambia. , Literature -- Study and teaching -- Zambia.