Literature in language education: exploring teachers’ beliefs, practices, creativity, and literary competence

Calafato, Raees

doi:10.1080/1554480x.2022.2164500

Cited by 9 publications

(3 citation statements)

References 45 publications

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“…The challenges that teachers of literature in English face while teaching poetry were also examined. In agreement with Raees (2024), the study findings have several implications for teachers of literature: poetry is a medium for language and value enhancement. The findings from this study showed that the students are provided with limited, powerful knowledge and skills that hinder their ability to engage in high levels of critical thinking and related practices, and this is estimated to continue affecting them even in their future.…”

Section: Discussionsupporting

confidence: 84%

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Nshimiyimana,

Kamanzi,

Mutoni

et al. 2024

AJERNET

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Teaching poetry as a literary genre has been a research topic of interest worldwide. However, the gap is observed in teaching poetry in secondary schools in Rwanda, where students are not given the quantity and quality of knowledge and skills they deserve. This descriptive study investigated poetry teaching practices and examined whether teachers are teaching what they should be teaching to equip students with critical thinking, analysis, and language skills. Adopting the descriptive research design and the mixed method approach, the study is built around three objectives: to explore how poetry is taught to students doing literature in English at the advanced level of secondary schools; to investigate the aspects of poetry that are often taught and those that are not; and to assess the challenges that teachers of literature in English face while teaching poetry. The study is guided by New Criticism Theory, Multimodality Approach, and Reader Response Theory. It used both quantitative and qualitative methods. Questionnaires and interviews were used to collect data from 22 teachers of literature in English selected purposefully from 16 schools that offer literature in English as a main subject at the Advanced Level. The study findings revealed that students are highly at risk as teachers of this subject exhibited poor competence in teaching and analysing poetry. Besides, some teachers don’t give poetry a focus, and others don’t teach it at all. The issue becomes more acute when one considers the general lack of adequate resources. The study recommends the University of Rwanda, the College of Education, REB, and their partners set policies for increasing teachers’ competences in the field of literature in general and teaching poetry in particular. Individual teachers of literature in English should feel confident while handling poetry as a literary genre. If an issue arises, instead of simply leaving out the topic, let them consult their colleagues in the nearby schools for a common understanding.

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Section: Discussionsupporting

confidence: 84%

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Nshimiyimana,

Kamanzi,

Mutoni

et al. 2024

AJERNET

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“…13, No. 6;2023 Published by Sciedu Press 148 ISSN 1925-0703 E-ISSN 1925-0711 teachers as a facilitator in the transmission of knowledge was necessary for students to understand English basic rules depending on the context of instruction based on the content and language.…”

Section: Discussionmentioning

confidence: 99%

Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill

Tarigan

Stevani

Ginting

et al. 2023

WJEL

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This research was to investigate Indonesian teachers’ beliefs about the application of oral corrective feedback in Indonesian students’ EFL classrooms. It was limited to oral corrective feedback given for lexical, phonological, and syntactical errors in English conversation class. The participants of this research were 36 English teachers and 65 Indonesian students of English as a foreign language. This research utilized both qualitative and quantitative approaches, including the use of a close-ended questionnaire, semi-structured interview, and audio-recording to find the effectiveness of oral corrective feedback on students’ errors in speaking skills. The data analysis revealed: (1) the grammatical errors in students’ oral proficiency, (2) the most type of English teachers’ oral corrective feedback, (3) the students’ uptake in speaking skills, (4) the analysis of the use of oral corrective feedback, (5) the kinds of the students’ error based on English teachers’ experiences, (6) the students’ self-awareness of language errors, (7) the way of English teacher when delivering oral corrective feedback, (8) the students’ reasons to use oral corrective feedback based on English teachers’ beliefs, and (9) English teachers’ motivations to use oral corrective feedback. These findings suggested that English teachers should understand the students’ diverse needs, concerns, and expectations toward error correction according to their level of language proficiency.

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“…For example, the vignettes, like Scott's (p. 70), focus on early and current educational experiences with literature without paying much attention to readerly identity. As has been discussed elsewhere, a remarkable number of English teachers do not read for personal leisure, and such disinclination has pedagogical implications (Calafato, 2023; McKool & Gespass, 2009; Nathanson et al., 2008; Thomas et al., 2023). Though the text stresses the intersection of personal and professional dimensions in the work of English teaching, minimal attention is paid to teachers' personal identities as readers save mention of the insecurity that English teachers bring of not feeling “well‐read” enough (Davies et al., 2023, pp.…”

Section: Considerations Of Context and Identity Formationmentioning

confidence: 99%

Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities

Davis Roberts

2023

J Adolescent & Adult Lit

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Literary Knowing and the Making of English Teachers offers a thorough exploration of the relationship between literature, knowledge, and the professional identities of English teachers. The book engages fundamental questions about knowledge in the English classroom and presents a 3‐year longitudinal study involving 24 early‐career English teachers in Australia. Through interviews and a national survey, the authors provide a multivocal exploration of teachers' perceptions of literary knowledge, curriculum design, and their roles in mediating the relationship between students and texts. This thought‐provoking work highlights literature's formative role in shaping teachers' professional practices and identities while inviting readers to reflect on the broader debates surrounding literature's place in the English Language Arts classroom.

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Literature in language education: exploring teachers’ beliefs, practices, creativity, and literary competence

Cited by 9 publications

References 45 publications

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill

Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities

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