Abstract
Literature is an expression of life through the medium of language and in the ESL classroom it is often seen as an authentic means of learning the target language. A literature-enriched curriculum not only helps learners improve their reading and writing skills but more importantly helps them internalise grammar and vocabulary. The many benefits of literature saw the implementation of the Contemporary Children’s Literature (CCL) programme in all upper primary ESL classrooms in Malaysia two years ago. Using classrooms observations and interviews as research instruments, this paper critically examines the instructional practices of five Teaching English as a Second Language (TESL) teachers teaching Year 4 students in the state of Selangor and evaluates the various challenges faced by them in their ESL classrooms. Preliminary findings on the Contemporary Children’s Literature programme revealed that teachers spent a lot of time on individual comprehension work with little emphasis given to comprehension instruction and higher order thinking skills. The integration of literary elements in the literature classrooms was also minimal and teachers lacked creativity as far as organising learning tasks were concerned. Nevertheless, the CCL programme offers great potential for English language enhancement skills among students. Policy makers and education leaders also need to take cognizance of related concerns, challenges and issues prevalent in Malaysian ESL classrooms.
Highlights
Literature is often said to be the ‘window to the world.’ It is a product of cultures that has a compendious store of information through which learners can gain insights as to the history, traditions and conventions of the target language (Carter & Long, 1991a)
Muhammed Abu Bakar & Rosli Talif (2007) emphasize that in the Malaysian Children’s Contemporary Literature Programme (CCLP) classrooms, a combination of both teacher-centred and student-centred approaches are encouraged for the critical reading of literary texts
The implementation focused on one main aspect – i.e. the instructional practices of teachers teaching in the Contemporary Children’s Literature (CCL) programme
Summary
Literature is often said to be the ‘window to the world.’ It is a product of cultures that has a compendious store of information through which learners can gain insights as to the history, traditions and conventions of the target language (Carter & Long, 1991a). Hill (1989) and a number of others researchers like Collie & Slater (1987), Carter & Long (1991b), and McRae (1991) point out that learners often read a literary text to enjoy a good story and the desire to go on reading despite linguistic difficulties motivates them to read on They highlight that this motivation helps learners unconsciously learn the language. In the Malaysian context, a recent study conducted by Ali Ghani, Mohamed Abu Bakar, Sarina Salim & Majeedah Mohd Shukor (2007:121) claim that through the literature component, learners are given the opportunity to discuss literary elements such as plot, character, setting, point of view, values, message and themes They stress that deliberations on such aspects challenge learners to use their creative and critical thinking skills. Muhammed Abu Bakar & Rosli Talif (2007) emphasize that in the Malaysian Children’s Contemporary Literature Programme (CCLP) classrooms, a combination of both teacher-centred and student-centred approaches are encouraged for the critical reading of literary texts
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