Investigating the teaching and assessment methods of English literature as a second language in the junior phase: A case study of three schools in Windhoek, Namibia

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The purpose of this study was to investigate the teaching and assessment methods of English literature as a second language in the junior phase. Literature showed that studying literature in a second language has many benefits which ranges from integrating language skills to increasing learners overall reading proficiency. Social constructivism formed the theoretical framework for this study. The study followed a qualitative case study design by investigating the teaching strategies and the assessment methods used by teachers to teach literature. The teaching and assessment methods used by teachers in their literature lessons were looked at through lesson observations and structured interview guide of six teachers selected using the snowball sampling strategy. Determining learners’ overall knowledge on elements of literature was done through completion of questionnaires by the sample of 71 learners. Learners were asked to indicate teaching strategies and assessment methods their teachers used during their literature lessons. Data analysis was done by coding and categorizing responses into themes. Results were presented on the themes and patterns that emerged from the data. The main findings from the study showed that both teachers and learners experienced challenges in literature teaching and learning. The study found that lack of literature materials in schools threatens the overall literature teaching. Furthermore, the majority of learners indicated that they enjoyed literature and are willing to be taught more literature and only a few who do not.
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education
English literature, Namibia