TEACHING ENGLISH AND TEACHING ENGLISH AND LITERATURE FOR LITERATURE FOR

PROFESSIONALISM: THE PROFESSIONALISM: THE ROLE OF THE TEACHERROLE OF THE TEACHER

By Eric NtamBy Eric Ntam

Why do we bother to teach English and Literature in Why do we bother to teach English and Literature in Secondary and High schools?Secondary and High schools?Discussing “Needs Analysis and General English” Paul Seedhouse Discussing “Needs Analysis and General English” Paul Seedhouse underscores that although learners’ needs are theoretically of prime underscores that although learners’ needs are theoretically of prime importance in current learner-centred approaches, needs analysis is importance in current learner-centred approaches, needs analysis is rarely carried out in the Generalrarely carried out in the General English classroom.English classroom.Seedhouse reveals that the argument has been that teachers Seedhouse reveals that the argument has been that teachers erroneously believe that it is not possible to specify the needs of erroneously believe that it is not possible to specify the needs of General English learners, and that there is no existing literature on General English learners, and that there is no existing literature on the practicalities of analysing needs data in the context of General the practicalities of analysing needs data in the context of General English.English.

The aim of this presentation is therefore to underscore that The aim of this presentation is therefore to underscore that like English for Specific Purposes (ESP), the General like English for Specific Purposes (ESP), the General English and Literature in English that we teach our English and Literature in English that we teach our learners who prepare for either the BEPC, Probatoire, learners who prepare for either the BEPC, Probatoire, BaccalaurBaccalaurééat, Ordinary and Advanced Level certificates at, Ordinary and Advanced Level certificates should be motivated not only by the need of obtaining should be motivated not only by the need of obtaining certificates, but most especially by socio-economic and certificates, but most especially by socio-economic and community development, that is, we should help learners community development, that is, we should help learners to strive to earn a living in communities where there is a to strive to earn a living in communities where there is a wide margin between the increasing number of graduates wide margin between the increasing number of graduates and available jobs.and available jobs.

what are the needs of our language and literature what are the needs of our language and literature learners?learners?

Teacher should bare in mind that course book writers have Teacher should bare in mind that course book writers have handled the question of needs analysis in the prescribed handled the question of needs analysis in the prescribed texts and so they (teachers) must go further to widen the texts and so they (teachers) must go further to widen the scope of the needs. For example, while it is true that the scope of the needs. For example, while it is true that the course books stress on the individual communicative course books stress on the individual communicative needs or linguistic items as these are identifiable in the needs or linguistic items as these are identifiable in the instructional materials, teachers must take the relay instructional materials, teachers must take the relay baton by brainstorming and paying a lot of emphasis on baton by brainstorming and paying a lot of emphasis on the psychological and socio-economic needs of the the psychological and socio-economic needs of the learners. learners.

What are some of the general communicative/linguistic needs What are some of the general communicative/linguistic needs of learners of English? :of learners of English? :

• To listen to other speakers on the spot, radio, tv,To listen to other speakers on the spot, radio, tv,• To speak and pronounce wellTo speak and pronounce well• To read books, letters, etcTo read books, letters, etc• To write letters, poems, emails, etcTo write letters, poems, emails, etc• To master grammar structuresTo master grammar structures• For comprhension of general speech acts, and onFor comprhension of general speech acts, and on

What are Psychological and Socio-economic needs:What are Psychological and Socio-economic needs:• Learners want to travel to other parts of the worldLearners want to travel to other parts of the world• Speak fluently to foreign people, to socialise, etcSpeak fluently to foreign people, to socialise, etc• Pass examinationsPass examinations• Get better jobs when they leave schoolsGet better jobs when they leave schools• Perform efficiently at work, etcPerform efficiently at work, etc• To be entertained, to entertain others and have funTo be entertained, to entertain others and have fun

What are the broad needs of literature learners? Literature What are the broad needs of literature learners? Literature primarily sets out to:primarily sets out to:

• EntertainEntertain

• Educate Educate

• IlluminateIlluminate

The foregoing teaching needs could be described as The foregoing teaching needs could be described as constituting the teaching syllabus for English language and constituting the teaching syllabus for English language and literature.literature.

It is necessary to note that we can better understand the aims It is necessary to note that we can better understand the aims of teaching these subjects by focusing on the two types of of teaching these subjects by focusing on the two types of syllabuses that exist. That is, syllabuses that exist. That is, the teaching syllabusthe teaching syllabus and and the the examination syllabus.examination syllabus.

It is clear that the teaching syllabus presents a broader It is clear that the teaching syllabus presents a broader spectrum of teaching objectives than the examination spectrum of teaching objectives than the examination syllabus because while the teaching syllabus sets out to syllabus because while the teaching syllabus sets out to give a general body of knowledge to the learners, the give a general body of knowledge to the learners, the examination syllabus spells out particular issues that must examination syllabus spells out particular issues that must be handled by the teacher and the be handled by the teacher and the

learners within a given period of time before the administration of the examination.learners within a given period of time before the administration of the examination.

A close survey of the examination syllabus put forward by the Cameroon GCE Board and what takes place in our A close survey of the examination syllabus put forward by the Cameroon GCE Board and what takes place in our classroom shows that our teaching only examination focused. For Example, the aims and general objectives for classroom shows that our teaching only examination focused. For Example, the aims and general objectives for O/L English Language are as follows:O/L English Language are as follows:

Aims:Aims:

a)a) to encourage the teaching and learning of the four skills in generalto encourage the teaching and learning of the four skills in general

b)b) to encourage communication in speech and writingto encourage communication in speech and writing

c)c) to promote the use of English as a national and international languageto promote the use of English as a national and international language

d)d) to encourage extensive reading and listening, and responsding in various ways.to encourage extensive reading and listening, and responsding in various ways.

General Objectives:General Objectives:

a)a) understand and convey informationunderstand and convey information

b)b) understand, select, order and present facts, ideas and opinionsunderstand, select, order and present facts, ideas and opinions

c)c) evaluate information in reading material and in other media and selected what is relevant to specific purposes evaluate information in reading material and in other media and selected what is relevant to specific purposes

d) recognise implicit meaning and attituded) recognise implicit meaning and attitudee) show a sense of audience and awareness of style in a variety of e) show a sense of audience and awareness of style in a variety of

situationssituationsf) listen to, understand, speak and write English that acceptable in f) listen to, understand, speak and write English that acceptable in

national and international circlesnational and international circlesg) exercise control of appropriate structures and conventions, including g) exercise control of appropriate structures and conventions, including

punctuation and spellingpunctuation and spellingLOOK AT THE ASSESSMENT OBJECTIVESLOOK AT THE ASSESSMENT OBJECTIVESa)a) Listening and reading comprehension, composition and directed Listening and reading comprehension, composition and directed

writing will assess knowledge, comprehension, application and writing will assess knowledge, comprehension, application and analysisanalysis

b)b) Grammar and vocabulary will assess knowledge, comprehension Grammar and vocabulary will assess knowledge, comprehension and application will assess knowledge, comprehension and and application will assess knowledge, comprehension and application.application.

Discussion: Discussion: Which of the four main language skills do we use most frequently in our Which of the four main language skills do we use most frequently in our

professional, socio-economic, and politico-cultural interactions?professional, socio-economic, and politico-cultural interactions?What percentage of emphasis is given to the skill in the entrance exams What percentage of emphasis is given to the skill in the entrance exams

into ENS, ESTIC, ENAM, FMBS, etcinto ENS, ESTIC, ENAM, FMBS, etc

Literature in EnglishLiterature in English1 ORDINARY LEVEL1 ORDINARY LEVELAims:Aims:• To expose and motivate students to the main literary genres – poetry, drama and prose.To expose and motivate students to the main literary genres – poetry, drama and prose.• B. To enable students develop and use basic literary devices in the appreciation and production of B. To enable students develop and use basic literary devices in the appreciation and production of

literature. literature. • C. To enable students explore and exploit literature as a means of emotional and intellectual C. To enable students explore and exploit literature as a means of emotional and intellectual

development in the understanding of Cameroon, Africa and other culturedevelopment in the understanding of Cameroon, Africa and other culture• D. To enable students read, develop and enjoy literature as a form of entertainment and ethics.D. To enable students read, develop and enjoy literature as a form of entertainment and ethics.

GENERAL OBJECTIVESGENERAL OBJECTIVES• At the end of the course, candidates should be able to:At the end of the course, candidates should be able to:• A. Show a thorough knowledge of literary genres through prescribed texts.A. Show a thorough knowledge of literary genres through prescribed texts.• B. Demonstrate basic understanding of the use of themes, setting, characterisation, plot, and form, B. Demonstrate basic understanding of the use of themes, setting, characterisation, plot, and form,

and initiate themselves in the production of similar literary material. and initiate themselves in the production of similar literary material. • C. Demonstrate clearly their personal response to literary texts.C. Demonstrate clearly their personal response to literary texts.• D. Demonstrate the ability to appreciate and use narrative, dramatic and poetic techniques as well as D. Demonstrate the ability to appreciate and use narrative, dramatic and poetic techniques as well as

issues of language and style.issues of language and style.

Assessment objectivesAssessment objectives• A. Candidates must demonstrate thorough knowledge of literature texts.A. Candidates must demonstrate thorough knowledge of literature texts.• B. Candidates must show basic understanding of the use of subject matter, themes, B. Candidates must show basic understanding of the use of subject matter, themes,

setting, plot, characterisation and form by authors of literary texts.setting, plot, characterisation and form by authors of literary texts.• C. Candidates must demonstrate clearly their personal response to literary texts.C. Candidates must demonstrate clearly their personal response to literary texts.• D. Candidates must demonstrate their ability to appreciate and use narrative, D. Candidates must demonstrate their ability to appreciate and use narrative,

dramatic and poetic techniques, and issues of language and style. (74)dramatic and poetic techniques, and issues of language and style. (74)

2 Advanced LevelAims:• A). Provide candidates of literature in English with an opportunity to study texts

selected from the three genres of literature i.e. Drama, Prose and Poetry.• B). Create and sustain in the candidates interest and enjoyment of literary works so

as to develop intensive and extensive reading skills.• C). To develop in the candidates an awareness of the social, cultural and historical

context of the literature being studied.• D).To create and sustain the development of reasoned opinions on the various

genres of literature.• E). To stimulate in the candidates the ability to create literature from day to day

happenings.

• GENERAL OBJECTIVESGENERAL OBJECTIVES• A). Select suitable texts in the three genres with a balance between A). Select suitable texts in the three genres with a balance between

tragedy and comedy. tragedy and comedy. • B). Emphasize on an in-depth analysis of selected texts and the unity and B). Emphasize on an in-depth analysis of selected texts and the unity and

specificity of the genres.specificity of the genres.• C). Ensure that the candidates read the set texts thoroughly and other C). Ensure that the candidates read the set texts thoroughly and other

related material.related material.• D). Get the candidates to appreciate the style and the themes in the works.D). Get the candidates to appreciate the style and the themes in the works.• E). Appreciate the personal socio-cultural as well as the historical E). Appreciate the personal socio-cultural as well as the historical

circumstances that influenced the writing of the prescribed texts.circumstances that influenced the writing of the prescribed texts.• F). Give the children an opportunity to apply to everyday life what they F). Give the children an opportunity to apply to everyday life what they

have learnt from the prescribed texts by creating works of their own. have learnt from the prescribed texts by creating works of their own. • G). Get the candidates to write good coherent essays on literary subjects G). Get the candidates to write good coherent essays on literary subjects

showing mastery of grammar, style, and punctuation in the English showing mastery of grammar, style, and punctuation in the English Language.Language.

• ASSESSMENT OBJECTIVESASSESSMENT OBJECTIVES• The examination will be designed to test candidates’:The examination will be designed to test candidates’:• A). Knowledge and understanding of prescribed texts.A). Knowledge and understanding of prescribed texts.• B). Ability to appreciate the personal, the socio-cultural as well as the B). Ability to appreciate the personal, the socio-cultural as well as the

historical circumstances that influenced the writing of the prescribed texts.historical circumstances that influenced the writing of the prescribed texts.

• C). Knowledge of, and analysis of the plot and structure.C). Knowledge of, and analysis of the plot and structure.

• D). Ability to synthesize and make reasoned judgments on major concerns D). Ability to synthesize and make reasoned judgments on major concerns (themes) in prescribed texts.(themes) in prescribed texts.

How do the above-stated aims and objectives prepare the learners for How do the above-stated aims and objectives prepare the learners for professionalism and immediate employment?professionalism and immediate employment?

What are the possible professions the learners could have in mind as the listen What are the possible professions the learners could have in mind as the listen to their results on radio? List tento their results on radio? List ten

1.1. Designer of sustainability projectsDesigner of sustainability projects

2.2. Script writer for a film industry/ actorScript writer for a film industry/ actor

3.3. Brochure designer for associations and companiesBrochure designer for associations and companies

4.4. Musician/popular artistMusician/popular artist

5.5. Poster/banner designerPoster/banner designer

6.6. Business card producerBusiness card producer

7.7. Sound, light, costume expert in a film industrySound, light, costume expert in a film industry

8.8. Tourist guideTourist guide

9.9. Photography Photography

10.10. Oratory, entertainer, master of ceremonies, etcOratory, entertainer, master of ceremonies, etc

According to Edwin Reischauer (1973) as quoted by Theresa Ndikum in her presentation, “We need a profound reshaping of education ….”

This can only be effective if Curriculum planners and teachers in particular revise their strategies

What is the Role of the TeacherWhat is the Role of the Teacher1.1. The teacher Must become a guidance counsellor in order to The teacher Must become a guidance counsellor in order to

orientateorientate2.2. The teacher must become a researcher in order to be current The teacher must become a researcher in order to be current

in order to discover and reveal new and global issues to the in order to discover and reveal new and global issues to the learners.learners.

3.3. The teacher must become creative and reflective improvise The teacher must become creative and reflective improvise and help learners to also become imaginative.and help learners to also become imaginative.

4.4. The teacher must become flexible and liberal in for fear of The teacher must become flexible and liberal in for fear of remaining stereotypical and traditional.remaining stereotypical and traditional.

5.5. The teacher must become a model set the pace for the The teacher must become a model set the pace for the learners and encourage them to be what he is.learners and encourage them to be what he is.

6.6. The teacher must become a designer, s/he should use the The teacher must become a designer, s/he should use the course as a guide to design content that informs learners on course as a guide to design content that informs learners on professional and global issues.professional and global issues.

7.7. The teacher must be competent, self-confidence and artistry The teacher must be competent, self-confidence and artistry in teaching will not only arouse learners’ interest but will help in teaching will not only arouse learners’ interest but will help them to be self-confident and productive.them to be self-confident and productive.

8.8. The teacher must become a producer of new knowledge, The teacher must become a producer of new knowledge, information,information,

9. The teacher must become a facilitator. Learners already own 9. The teacher must become a facilitator. Learners already own knowledge and have in mind what they want. knowledge and have in mind what they want.

10.The teacher must become a learner inform learners mutual 10.The teacher must become a learner inform learners mutual relationship that must reign in the classroom, i.e. give and take/ relationship that must reign in the classroom, i.e. give and take/ win-win.win-win.

11. The teacher must become a suggestion maker to hierarchy based 11. The teacher must become a suggestion maker to hierarchy based on the phenomena experienced in the field.on the phenomena experienced in the field.

WHAT MOREWHAT MORE

The series/disciplines that exist in our school programmes seem to be The series/disciplines that exist in our school programmes seem to be stifling. Learners’ ambitions seem to be nib in the bud as a result stifling. Learners’ ambitions seem to be nib in the bud as a result of what is made available to them.of what is made available to them.

Brainstorming:Brainstorming:

How possible is it going to be if learners offer the following series at the How possible is it going to be if learners offer the following series at the A/L in order to become the matched professionals?A/L in order to become the matched professionals?

Series ProfessionSeries Profession

Geo, Bio, Lang or Lit Geolinguist on climate changeGeo, Bio, Lang or Lit Geolinguist on climate change

Chem, Phy, Lang or Lit Indusrial-linguist/Prescribing directorChem, Phy, Lang or Lit Indusrial-linguist/Prescribing director

Maths, Phy,Chem, Lang or Lit Mathematicallinguist/ Maths prose Maths, Phy,Chem, Lang or Lit Mathematicallinguist/ Maths prose writer writer

REFERENCESREFERENCES

-Smutny, Joan Frankline and Rita Haynes Smutny, Joan Frankline and Rita Haynes Blocksom. Blocksom. Education for the Gifted: Programs and Education for the Gifted: Programs and Perspectives. Perspectives. Indiana:The Phi Delta Kappa Indiana:The Phi Delta Kappa Educational Foundation, 1990.Educational Foundation, 1990.

-Wong, Shelley. -Wong, Shelley. Dialogic Approaches in TESOL: Dialogic Approaches in TESOL: Where the Ginkgo Tree Grows. Where the Ginkgo Tree Grows. Lawrence Erlbaum Lawrence Erlbaum Associates, Inc., 2006.Associates, Inc., 2006.The Cameroon GCE Board: The Regulations and The Cameroon GCE Board: The Regulations and Syllabuses for General Education Subjects. 2007Syllabuses for General Education Subjects. 2007

If we teach for professionalism, If we teach for professionalism, we will surely reduce we will surely reduce unemployment.unemployment.

Thank you for permitting me to Thank you for permitting me to bother you.bother you.