Abstract
This paper explored the load of literature courses in the teacher-training program at the collegiate level in Yemen. It dwells on teacher candidates’ perceptions of the current status quo of literature teaching based on the learner-centered approach and humanistic curriculum. Data were elicited through an opinion poll from a sample of senior prospective teachers (n=112) who have undertaken courses in verse, fiction, and prose embedded in the program. Findings ensued from this analysis show that the participants had a wealth of difficulties that hamper achieving the objectives of embedding literature in the program, and most of such difficulties stem from teaching inadequacies in the given context. The study brings to the foreground some insightful ideas into curriculum reform. It generally informs the curriculum designers to readdress the existing program with an eye on the underestimated literature courses. It recommends that the overhaul of the existing syllabus should be fashioned to a new purpose, a new footing and a new perspective in line with the worldwide, extemporized changes in terms of curriculum development. A balanced approach to literature instruction to link the school curriculum with what is taught at the tertiary level would be a stepping-point to an improved literature teaching scenario.
Highlights
There is relatively little dispute that learning a language would be incomplete without learning its literature (Hişmanoğlu, 2005; Küçükolu & Arikan, 2011; Syofyan, 2012; Ujjwala, 2013)
The TESOL programs incorporate literature to expand the ecology of language learning and promote critical thinking skills and acculturation of the target groups of learners (Al-Tamimi, 2012; Haniya, 2019)
It dwells on this syllabus, the literature courses slotted in the program
Summary
There is relatively little dispute that learning a language would be incomplete without learning its literature (Hişmanoğlu, 2005; Küçükolu & Arikan, 2011; Syofyan, 2012; Ujjwala, 2013). Language is generally partitioned into two broad parts – linguistics and literature, and both are not isolated. Literature was set apart from EFL and ESL programs with a primacy given to the grammatical rules of the target language, vocabulary, and communication skills. The grammartranslation method considered literature a good fit to teach the grammar of the target language. The TESOL programs incorporate literature to expand the ecology of language learning and promote critical thinking skills and acculturation of the target groups of learners (Al-Tamimi, 2012; Haniya, 2019). When given opportunities to voice their opinions, wishes, wants, and desires, learners – being the potential users of the target language – are of paramount importance in needs analysis, which is an initial step in a learner-centered curriculum (Dudley-Evans & St John, 1998; Hutchinson & Waters, 1987; Long, 2005)
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