Tutors' Perspectives in Including English Literature in the Sudanese Syllabus for Developing EFL Skills in the Secondary Schools of East Gezira State-Sudan

By Ali, Mohamed Ibrahim Abdullah | Ahfad Journal, June 2017 | Go to article overview

Tutors' Perspectives in Including English Literature in the Sudanese Syllabus for Developing EFL Skills in the Secondary Schools of East Gezira State-Sudan


Ali, Mohamed Ibrahim Abdullah, Ahfad Journal


Abstract

The aims of this study is meant to shed light on the role played by literature as an integrated authentic materials in language learning and acquisition and to investigate the relationship between English and literature in improving and developing English Language achievements in secondary school. It also aims at describing the influences of including English literature as a basic subject in teaching English in Sudanese Secondary schools. The study has adopted the descriptive analytical method to achieve its aims. A questionnaire was used as a tool to collect data. The sample of the study consists of (60) teachers at secondary schools in East Gezira Locality. The main findings arrived at by the study include the following: Teachers thinks that the inclusion of English literature as a basic subject may enhance teaching English language at secondary level. Literature provides learners with authentic models for the norms of language and familiarizes them with the language culture. Most teachers who adopt reading comprehension methodology for teaching literature. English literature books such as Chinua Achebe 1958's "Thing Fall Apart" or Robert Louis Balfour Stevenson 1883's "Treasure Island", they do that as a comprehension or reading text. The study recommended that: English literature must be applied obligatory not optionally particularly in secondary level. Literature should be taught from fifth class in basic level, to familiarize the pupils with nature and the norm of literature early. Teachers should encourage their students to read literature books, short stories and other authentic materials to stimulate them to read in English to enhance mastering the language. Keywords: English literature, Sudan secondary school curriculum, tutors, East Gezira State, Sudan

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Introduction

English Language teaching in the Sudan was introduced in 1906 with the opening of the first four primary schools in Khartoum, Wad Medani, Haifa and Suakin, since that time that time teaching English Literature was part and parcel, inseparable from teaching English Language (Seri-Hersch Un.) Thus, effects positive of teaching English Literature were quite obvious on the performance of the students (Lazar 1993) and particularly on the standard of English Language at that time. Bearing mind that English Literature was taught at intermediate school and secondary school as an obligatory course not optional. Literature can provide students with access to the culture of the people (Onuekwus 2013), whose language, they are studying, Some novels, short stories and plays may achieve the illusion of representing reality but they are at the end works of fiction that poetry has possibly an even more direct link with real world.

Teaching English language in Sudanese institutions of Education dates back to the past years when the first four primary schools were opened in Medani, Haifa. But in recent years particularly after shifting in Education syllabus and abrogation of intermediate level, learning English in secondary school faces a great problems ,there was of the deterioration of English achievement and came the so called Arabization of instruction in higher Education (Beshir 1969). Thus this decree may be viewed responsible for the great decline of English standard in secondary schools. Once after a long period extending from 1992 to 2006, English literature resorted as an optional English language syllabus component of both basic and secondary schools. Thus there may be some problems that hinder application of English literature properly (Babikir and Kardaman 1975).

The study is set up with the following aims at reviewing the perspectives of the teachers' of English Language in:

-Investigating the influences of inclusion English literature subject in teaching English in Sudanese Secondary schools. …

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