Abstract
This descriptive-analytic study aimed 1) to investigate the problems that the teachers and students face in using literature to teach English; 2) To identify the extent to which the teachers and the students treat the literature provided in grade 11 English textbook; and 3) To identify which literary work is more challenging to teach and to learn English in the classroom. First, some commonly adopted approaches to literature teaching are outlined and specific issues and dilemmas located. Next, using current situation at Wolaita Sodo preparatory school as a case in point, these perceived issues and dilemmas are fleshed out and possible solutions from diverse fronts are then sketched out. This study examined the difficulties facing English teachers in teaching literary texts in English for Ethiopia (grade 11) textbook which has been prescribed by the MOE (Ministry of Education) of Ethiopia from the academic session 2020. Literature has always been an integral part of teaching foreign languages. In the era of CA (Communicative Approach), the aim of reading literature has been changed. From this view point, MOE of Ethiopia has published new textbook version of English textbook for grade-11 classes, and included some literary texts in this book. The emphasis of this literary text is not just on content but on the exploitation of the texts to trigger a variety of language activities. Based on a semi-structured interview with six HSC (Higher Secondary) level English teachers from Wolaita Sodo preparatory school, this study particularly focused on the newly included literary texts to critically evaluate the effectiveness of the materials; and identified the difficulties that the teachers might have encountered. Finally, some recommendations were drawn by means of valuable opinions of the participants. Based on the findings of the study and the conclusions, syllabus designers and textbook writers should take the challenges which both teachers and students face into account and add more explanations on the guide and the textbook that help teachers and students tackle the challenges of literature. Key w ords: Challenges, Using Literature, English Classroom, Students, Preparatory School DOI: 10.7176/RHSS/11-1-01 Publication date: January 31 st 2021
Highlights
It had been argued that some limited writing in English began in the early 1960s, inspired by a new sense of curiosity about other cultures and ways of being that the postwar period initiated
The specific objectives of this study were: To investigate the problems that the teachers and students face in using literature to teach English. To identify which literary work is more challenging to teach and to learn English in the classroom? To show the contributing factors while implementing literature in English classroom
To identify what kind of problems they faced in using literature to teach English language in English classroom, different challenges were faced in using literature were presented by the writer of this study
Summary
It had been argued that some limited writing in English began in the early 1960s, inspired by a new sense of curiosity about other cultures and ways of being that the postwar period initiated. Some Ethiopian writers who have lived abroad and become Diaspora writers have adopted English as a second language. Others have managed to write both in English and their native tongues. These writers have internalized the contours or outlines of European literature, and can only write in its conventional forms. The reasons for the choice of English by Ethiopian writers are as varied as the writers themselves. It is a matter of taste, a preferred medium of esthetic form; for others, it is a matter of convenience, of gaining access to a wider public through a language of wide international diffusion. Many African writers started complaining about the language choice for every literary work which was dominated by western alien languages
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