INTRODUCTION TO PORTFOLIO

Having taught for two academic school years, I developed a love and a passion for the profession. Initially, my dream was to become a doctor. More so a Cardiologist because of the many health complications I have experienced. After completing A’ Level I turned to teaching where my primary goal was to save a considerable sum of money with the intention of using it for Medical school. However this goal was short lived as I fell in love with my students and teaching. Being actively involved in Youth Ministries at church also contributed to my change of heart and this is why I am here, at Teacher’s College today to be better equipped to serve my country.

Besides obtaining my PHD, there are number of other goals which my heart yearns. These include my short term goal of pursuing a Bachelor in teachers’ Education, becoming the Permanent Secretary in the Ministry of Education and serving as the curriculum specialist for Mathematics or English, my areas of specialization. In keeping with the old cliché “aim for the sky and you may fall among stars”, being appointed as the principal of any school will not be considered a failure to me. I love working with young people, I enjoy seeing them prosper and become “somebody” and so I am prepared to devote my entire life to make a change in their life.

From a tender age I realized that one of my strong points at school was English which, along with Mathematics became my favourite subjects. When called upon to teach and was asked to choose from number of options prepared based on my A’ Levels, I chose English because the statistics have proven that many students are experiencing great difficulties with the subject. I vehemently believe that an individual with a passion for the subject is the best person to teach it and so I carried on to Teachers’ College where I am specializing in the subject to increase my proficiency in impacting knowledge to the students.

At the secondary school, teaching language is more than just teaching skills to succeed at the final exams. Rather it is to prepare them for the life after school. Everything the students are taught has implications for the world out of school. Learning English should be an enjoyable experience for the students. It should be one which students look forward to. The learning process should be an interactive one in which the “jug and mug” theory is forbidden. A truly successful English teacher is one who can truly say “my students work as if I do not even exist”. Teaching English at the secondary level should encompass alleviating students’ proficiency and changing their attitudes about the subject through the insertion of creativity.

The Role of Literature in the Curriculum

Integrating literature has proven to be very beneficial to students. The importance of the integration of Literature in the school`s curriculum has been highlighted in the International Reading Association’s Adolescent Literacy Commission’s position statement, which notes that “adolescents deserve access to a wide variety of reading material that they can and want to read” (Moore, Bean, Birdyshaw, & Rycik, 1999, p. 4). In other for this integration to be successful we need to encourage students to read and expose them to a wide range of “high-powered young adult literature” texts which focus on “content-area concepts and interpretive activities” and “discussions that engage students” (Bean, 2002, p. 37).  Students should also learn to analyze, interpret and develop an awareness or appreciation for literature. As this filters into the school and becomes part of its niche, students become sentient about the premium the school places on literature and reading and reacts positively with the environment.  Educators have established a strong correlation between students’ reading abilities and success and have advocated that teachers allow students to be engaged in independent readings of “good young adult literature” texts. Bean sums up this view nicely when she posits that “If educators are serious about developing students’ lifelong love of reading, they need to incorporate in the curriculum literature that is captivating and issue-based”.

According to Richardson and Miller (2001) incorporating literature in the curriculum has four main benefits. Literature in the curriculum

C Helps students become emotionally involved with events and people

C Aids students in understanding reality,

C Provides stories with satisfactory endings, and

C Provides a common, shared experience for the teacher and all students.

Literature can be integrated in almost all subject areas if not all. For example literature can be integrated in science in which case it helps students in “finding and pursuing their own question rather than only providing information” (Harlen, 1989).  Literature should in no case take over any discipline but rather, it should complement the subject. For instance literature should not take the place of experiment and observation in science but it should support inquiry in ways that textbooks cannot.

Though not an easy task, integrating Literature in the curriculum can make a vast difference in the school as students’ attitudes towards the different subject areas will improve.

USING THE LITERATURE BASED APPROACH IN THE CLASSROOM ( reviewed)

There is an increase emphasis in using the Literature Based Approach in the classroom and so there is a dire need for teachers to use innovative ways to make Literature come alive in the classroom as the basis for instruction. Tunnell and Jacob (1989) posits that making Literature the basis of instruction in the classroom has the propensity of moulding students into critical thinkers, better readers and enhancing their writing skills. To enjoy these benefits, Johns et al (1990) postulate that students need to be engaged in good Literature- that is literature which significantly impacts on the literacy levels of students.

Gunning (2000) suggested the use of a “Core Literature Program” which involves the use of a variety of novels which give students “a common ground for building conversation” and “a reference point for comparing and contrasting books and stories”.  The books selected should reflect students interests and be guided by their background and race. Gunning therefore underscores students’ involvement in the selection process.

Another module in using the Literature Based Approach is “text set”. Through her study on the Literature Based Approach, Restrepo (1988) asserts that books should not be considered in isolation. Rather, selected books should be part of a larger selection in Literature. Gunning (2000) expounds on this view through the assertion that the books chosen can either be by the same author, within the same genre or have the same point of focus. Reading within the same set of novels creates the avenue for students to have a common ground for discussion.

A third module which can be utilized is “thematic unit”. This approach centres instruction on a theme and have the tendency of helping struggling readers to activate background knowledge and to connect their understanding to other contexts.

In addition to utilizing the aforementioned modules, students need to be given the opportunity to respond to the Literature.  Halpern (1986) advocates the use of journals where students are encouraged to write about the books they have read. This view buttresses the point that students construct meaning from what they have read through writing. In addition to journals, teachers can make use of listening logs, portfolios, scrap books and learning logs. Students can also be engaged in “writers’ workshops” where they get to discuss the books with other students and teachers. This makes students preview to other ideas, opinions and may even reinforces their own ideas.

While the literature based approach should be a student centred approach, the teacher remains an important element in the process. The teacher serves as a facilitator and guide in the process. He/ she has the responsibility of providing scaffolding for students and making learning an enjoyable experience for students. The teacher has to activate students’ prior knowledge and to use their experiences to help them identify with the text. Most importantly, teachers have to help students develop an appreciation for Literature. By so doing, students will ultimately value the literature and see its needs in their everyday lives for literature is not just a subject taught at school but a skill learned for life.

 http://198.214.141.66/cgi-bin/mysql/buildingreading.cgi?showrecord=17&l=description

http://www.slidefinder.net/a/approaches_using_literature_classroom/5838851

http://www.li.suu.edu/Library/Circulation/Angell/eled3520vaPromotingMulticulturalEducationThroughLitBase.pdf

IS "A COW CALLED BOY" AN ADOLESCENT LITERATURE TEXT?

Overview

One of the most intriguing and fascinating books I have read is the book written by Everard Palmer in the year  1972. Reviewer Oren O Cousins described the novel as a “humorous and true to life novelette which can be enjoyed as a serialized bed time story. The book in question, “A Cow Called Boy”, has been ordained as a  novelette which can be read with enjoyment by “literate six year olds”. Upon close examination it can be deduced that this novelette can be classified as a young adult text since it possesses the characteristics of such genre.

Characteristics

Attractive/ organization

At face value the novelette appears to be one which will attract the age range which defines young adult. Though it may appear to be very superficial, the mere fact that an appropriate font size was used and the chapters were not long appears to attract young adults especially those at the lower end of the age range. Additionally, the pictures and illustrations which are found in the book serve as enticements as they cater to the visual learners. These illustrations also give a general idea as to what was happening in the book or chapter to which it was a part of. Furthermore, the author presented a caption with each chapter. The captions serve as sub stories within the bigger story. According to Vygotsky’s theory, the captions serve as a means scaffolding which our students need  to take them through the zone of proximal development. Moreover, the captions serve as the More Knowledgeable Other in the absence of the teacher. It lets the reader know what to expect in the chapter before actually reading it. It creates some sort of suspense and instils a sense of anxiety in the readers as they really want to know what exactly is going to happen and how will it be achieved. For example in the novelette “A Cow Called Boy”, the caption “Josh gets Boy back” will get the readers anxious as they will want to know how Josh got Boy back.

Language

Blasingame (2007) has identified language which is relative to adolescent age group as another characteristic of young adult literature. This characteristic seems to the most prevalent ones in the novelette. The language used is very simple making suitable for all adolescents even the struggling readers. The simplistic nature of the vocabulary as well as the use of short simple sentences has contributed to the simplicity of the content. Students who have read the text have acceded that the text was easy to comprehend.

Identifying with the issues and characters

According to Blasingame (2007) a novel in which young readers can identify the characters and issues can be categorized as a young adult literature text. Critiques have suggested that teachers such as Mr. Redmond, who seem to be very rigid and depend on the strap for correction, do exist in the schools today. On the contrary, students are still blessed with caring and loving teachers like Mrs. Anthony. Students do come across shop owners and community members like Mr. Watson who prey on them. They can identify with characters such as Mrs. Mahon who seem to be representation of many single mothers who work laboriously to fend for her son. Most importantly, students can identify with the protagonist of the novelette, Josh Mahon. He seemed to have been a “problem” child at school- one who gets himself into constant dilemmas. He was a strong willed and determined boy who proved to everyone that he gets whatever he wants and won’t give up until he succeed. Josh, like most young adults believed at some point that no one understood him and cared about how he felt. Lesesne (2003) is of the opinion that the primary focus of young adult literature is on a young adult lead character.

The identifiable issues in the novelette are not all foreign to our adolescents. This therefore provides an avenue for the issues students faced to be dealt with in a safe haven. Critiques have described the novelette as a “light hearted novel but it is altogether frivolous as there are lessons to be learnt” (Cousins). A number of issues which adolescents can identify with are present in the novelette. These include tolerance, love for animals, justice, determination and courage.  These are all themes which Lesesne reiterates are present in adolescent literature. As the issues are developed, they help the readers identify with the characters more and instils a sense of security when issues mirror what is going on within their lives. This therefore explains why most students gravitated towards Josh.

Problem

Zindel (1968) and Hinton (1967) have attributed young adults being forced to confront to confront their problems alone as a major trait of adolescent literature. In “A Cow Called Boy” Josh was forced to tackle his problem all by himself at the initiation stages. He was determined to do whatever it takes to get his “Boy” back. It was after realizing his relentless efforts the adults assisted.

Upon close examination, it becomes unequivocal that the novelette “A Cow Called Boy” suitably qualifies as a young adult literature text.

HOW DO WE USE THE LITERATURE BASED APPROACH IN THE CLASSROOM

The literature based approach is an approach used to embrace the integration of English language and English Literature with the latter being the foundation.

Utilising the approach in the classroom lends itself to the technique of students reading as readers. This technique requires students to be engaged in the writer’s craft- the style, mood, tone, imagery, punctuation and grammar. There are a number of procedures that we can follow to ensure that the right method of integration is employed.

1.       Students’ interest need to be stimulated. The content has to be presented in a package which will entice the students from the beginning until the end.

2.       Students need to see the relevance of the text. This in turn will assist in increasing the motivational level of students.

3.       In order to reveal the relevance of the text, students need to be able to identify with the texts and their issues. This therefore means that the text should be age appropriate and so, for our context, students need to be exposed to young adult literature since they can identify with the themes, issues and characters.

4.       In addition to selecting appropriate texts, students need to be exposed to a “wide range of literature” by the same and different authors and within and out of the same genre and epoch. The text should also be found on the different levels of comprehension. This provides avenues for students to compare and contrast novels with one supporting the comprehension of the other.” The scaffolding strategy which allows students to refer to previously read texts makes it possible for students to transfer “new understanding or methods of analysis” from text to the other. This also increases the probability of students being able to read and analyse adult literature.

5.       Students need to be given opportunities to respond to and interpret the text. They can do so orally in groups which will give them new insights as they listen to and debate each other’s points. Students should also be granted the opportunity to write their thought as” students construct meaning from what they have read through talking and writing.”

6.       Most importantly students need to be taught reading strategies and skills which will help them unleash the underlying meaning of the text. As students develop, they need to be taught the necessary skills which will aid them in deep aesthetic reading.

In addition to all of the aforementioned, teachers need to be aware of the students' developmental stages and act accordingly. Teachers ahve to realise that the satges are not linear and can happen at different rates in individuals. This therefore means that teachers have to teach and use texts that can meet the needs of individual learners.

( to be continued) 

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