An Examination of the Suitability and Relevance of the Prescribed Textbook for English Literature at Junior Certificate Level in Malawi Secondary Schools. African Studies in Curriculum & Evaluation. No. 50.

Autor/in	Msosa, James Josuphite
Institution	Kenya Inst. of Education, Nairobi.; Nairobi Univ. (Kenya).; German Agency for Technical Co-Operation, Nairobi (Kenya).; African Curriculum Organisation.
Titel	An Examination of the Suitability and Relevance of the Prescribed Textbook for English Literature at Junior Certificate Level in Malawi Secondary Schools. African Studies in Curriculum & Evaluation. No. 50.
Quelle	(1982), (60 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Cultural Differences; Developing Nations; English Literature; English (Second Language); Foreign Countries; Instructional Materials; Reading Comprehension; Relevance (Education); Second Language Instruction; Secondary Education; Student Attitudes; Student Needs; Teacher Attitudes; Textbook Evaluation; Malawi + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Developing country; Developing countries; Entwicklungsland; Englische literatur; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Leseverstehen; Relevance; Relevanz; Fremdsprachenunterricht; Sekundarbereich; Schülerverhalten; Lehrerverhalten
Abstract	Although the teaching of English at Junior Certificate level in Malawi secondary schools has only recently been introduced, some problems have been created by the introduction of the prescribed textbook, "A New Introduction to English Literature." This report opens with a critical review of the textbook, citing certain irrelevancies in subject matter and pointing out areas of difficulty, such as vocabulary problems and topics incomprehensible to young students who do not share the background or viewpoints of the textbook authors. Questionnaires were submitted to teachers and students in 30 secondary schools, eliciting their attitudes about the use of the prescribed textbook. Responses revealed the following criticisms: (1) the difficulty level of the book is high; (2) the book is too divorced from the students' cultural background; (3) the addition of literature to the curriculum at this level is at the expense of teaching other needed language skills; (4) examinations (involving the book's contents) do not reflect the stated aims of the literature studies; and (5) there is a lack of continuity in the content of literature represented in the textbook and subsequent literature studies at a higher level. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC