English-Literature Literacy and Integration in Kenyan Secondary Schools
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Abstract
This piece of work made an evaluation of the literacy and integration of teaching English Language and English Literature subjects in Kenyan Secondary Schools. The two being as one yet different, poses a challenge on how to deliver them in our Secondary School classrooms. This study investigated the advantages and disadvantages of integrating the two subjects and sought for ways of overcoming the challenges. The study delved on the following objectives; advantages of teaching English and Literature together as one subject, and two, the disadvantages of teaching English and Literature together as one subject. The study also posed questions whether the Kenyan Secondary School students are benefitting from this arrangement or are they receiving a raw deal. Teachers in various Secondary Schools teaching English using the integrated approach responded to questions raised by the researcher on the above issues through an interview conducted by the researcher. The researcher being a Lecturer who teaches English Language and Literature subject methods at the university also incorporated university students on teaching practice taking English and Literature and using the integrated approach. The study showed that disadvantages of teaching English language and Literature in an integrated approach outweighed the advantages. It also indicated that the non-benefits outweighed the benefits. Therefore, the study recommended that either, the integration be done away with to allow for specialization or, if it remains, teachers be trained to handle the integrated issues and time for delivering both subjects be equalized.
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