Abstract
Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Literacy, Culture, and Language Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.