The Literature Study Programme Trial: Challenging Constructions of English in the Seychelles

Autor/in	Moumou, Margaret
Titel	The Literature Study Programme Trial: Challenging Constructions of English in the Seychelles
Quelle	In: English Teaching: Practice and Critique, 4 (2005) 2, S.35-45 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Literature Appreciation; English (Second Language); Foreign Countries; Secondary Schools; Teaching Methods; Second Language Instruction; Student Attitudes; Teacher Attitudes; Instructional Effectiveness; Public Schools; Early Adolescents; Seychelles + Suchen Sie Ihr Suchwort? Literarische Wertung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sekundarschule; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Schülerverhalten; Lehrerverhalten; Unterrichtserfolg; Public school; Öffentliche Schule; Seychellen
Abstract	This paper provides an outline of the development and trialling during 2004 of the Literature Study Programme (LSP), a literature programme designed for use in the junior secondary classes of Seychelles. The programme was developed as a teaching and learning component concerned with the study of literature within the English language programme in the Seychelles, which had been hitherto absent in both the enacted and intended English language curriculum of the country. This paper reports on the structure and organisation of the LSP, its design philosophy, the assessment procedures employed, the results of the evaluation, and the implications for teaching literature at the junior secondary level in Seychelles. The results of the evaluation show a high level of support for literature as an area of study by both students and teachers. The programme as an initial design for teaching literature has also received a high level of approval from participants. Recommendations for the programme are also highlighted in this paper. The writer concludes with a word of caution against relegating literature study to the background. (Contains 1 footnote.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10