THE RELEVANCE OF INTEGRATIVE APPROACH TO THE TEACHING OF LITERATURE IN ESL’S CONTEXT
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Date
2019
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Published by the Usmanu Danfodiyo University, Sokoto.
Abstract
Literature is usually conceived to be one of the dreadful subjects to students. The approach to teaching the subject is one of the factors causing students’ aversion to the subject. This study therefore aims at investigating the approaches employed by teachers of literature in Nigerian context where English is used as a Second Language (ESL). To achieve this purpose, the study explores the various approaches employed by teachers teaching literature; finds out the teachers’ explanations for using the particular approach they used; and discovers the implications for using a particular model with a view to suggesting possible solutions. The study specifically covers10 selected Secondary Schools within Birnin-Kebbi metropolis. The investigation involved the use of questionnaire and oral interview. The findings reveal the following: the Cultural Model Approach is commonly employed by teachers, followed by the Language-Model Approach and the Personal Growth Model Approach; teachers explain they take recourse to the Cultural Model Approach because of their students’ inability to exhibit relevant language skills in English; and the effect of using the Cultural Model Approach above all is that the general aims of teaching literature will not be attainable. We therefore conclude that the use of integrative approach which takes cognizance of the general aims of literature should be adopted by teachers.
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Olaleye, J. I., Sajo, M. A. and Jega, G. A. (2019). The Relevance of Integrative Approach to the Teaching of Literature in ESL Context. Degel: The Journal of the Faculty of Arts and Islamic Studies, Vol. 17 (1).