Core literature

CONCLUSION

As a conclusion, we find that McKool’s (2007) claim is very relevant to the findings of our study which points to the importance of engaging students in reading literary texts in a language class. This according to her would help to foster reading habits among learners. Such an engagement helps in sending students the message that lifetime literacy is a major instructional activity.

IMPLICATIONS

Based on what has been presented, the following are suggestions in support of the effort to incorporate the teaching of literature into the language classroom:-

Special training on allowing students to become personally involved in the meaning making process of literary texts should be conducted among teachers to open opportunities for students to engage in personal response as they read.
Text selection should be given much thought (contemporary vs. classics OR type of literary texts) which should ultimately cater to students’ interest if the aim is to assist language teaching and learning and to inculcate the habit of reading for pleasure.
Future researchers may want to uncover the reasons why interactive lessons are preferred in the teaching of literature

and also to explore avenues into making literature in English language teaching become more interactive and dynamic so as to meet the expectations of the teaching and learning needs in the local context

REFERENCE

Carroli, Piera. (2002). Perceptions of Literature: A Comparison of Students’ and Educators’ Views. ELT Journal. 37,1, 30-35.
Collie, J. and Slater, S. (2006). Literature in the Language Classroom. Cambridge: CUP
Delanoy, Werner. (1997). Teacher Mediation and Literature Learning in the Language Classroom. LCS. 14, Available:http://www.wilstapley.com/LCS/articles/wd.htm
Dressel, J.H. (2005). Personal Response and Social Responsibility: Responses of Middle School Students to Multicultural Lliterature.