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TEACHING ENGLISH AND LITERATURE FOR PROFESSIONALISM: THE ROLE OF THE TEACHER By Eric Ntam

TEACHING ENGLISH AND LITERATURE FOR PROFESSIONALISM: THE ROLE OF THE TEACHER By Eric Ntam.

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TEACHING ENGLISH AND LITERATURE FOR PROFESSIONALISM: THE ROLE OF THE TEACHER By Eric Ntam

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  1. TEACHING ENGLISH AND LITERATURE FOR PROFESSIONALISM: THE ROLE OF THE TEACHERBy Eric Ntam

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

  3. The aim of this presentation is therefore to underscore that like English for Specific Purposes (ESP), the General English and Literature in English that we teach our learners who prepare for either the BEPC, Probatoire, Baccalauréat, Ordinary and Advanced Level certificates should be motivated not only by the need of obtaining certificates, but most especially by socio-economic and community development, that is, we should help learners to strive to earn a living in communities where there is a wide margin between the increasing number of graduates and available jobs. what are the needs of our language and literature learners? Teacher should bare in mind that course book writers have handled the question of needs analysis in the prescribed texts and so they (teachers) must go further to widen the scope of the needs. For example, while it is true that the course books stress on the individual communicative needs or linguistic items as these are identifiable in the instructional materials, teachers must take the relay baton by brainstorming and paying a lot of emphasis on the psychological and socio-economic needs of the learners.

  4. What are some of the general communicative/linguistic needs of learners of English? : • To listen to other speakers on the spot, radio, tv, • To speak and pronounce well • To read books, letters, etc • To write letters, poems, emails, etc • To master grammar structures • For comprhension of general speech acts, and on What are Psychological and Socio-economic needs: • Learners want to travel to other parts of the world • Speak fluently to foreign people, to socialise, etc • Pass examinations • Get better jobs when they leave schools • Perform efficiently at work, etc • To be entertained, to entertain others and have fun

  5. What are the broad needs of literature learners? Literature primarily sets out to: • Entertain • Educate • Illuminate The foregoing teaching needs could be described as constituting the teaching syllabus for English language and literature. It is necessary to note that we can better understand the aims of teaching these subjects by focusing on the two types of syllabuses that exist. That is, the teaching syllabus and the examination syllabus. It is clear that the teaching syllabus presents a broader spectrum of teaching objectives than the examination syllabus because while the teaching syllabus sets out to give a general body of knowledge to the learners, the examination syllabus spells out particular issues that must be handled by the teacher and the

  6. 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 classroom shows that our teaching only examination focused. For Example, the aims and general objectives for O/L English Language are as follows: Aims: • to encourage the teaching and learning of the four skills in general • to encourage communication in speech and writing • to promote the use of English as a national and international language • to encourage extensive reading and listening, and responsding in various ways. General Objectives: • understand and convey information • understand, select, order and present facts, ideas and opinions • evaluate information in reading material and in other media and selected what is relevant to specific purposes

  7. d) recognise implicit meaning and attitude e) show a sense of audience and awareness of style in a variety of situations f) listen to, understand, speak and write English that acceptable in national and international circles g) exercise control of appropriate structures and conventions, including punctuation and spelling LOOK AT THE ASSESSMENT OBJECTIVES • Listening and reading comprehension, composition and directed writing will assess knowledge, comprehension, application and analysis • Grammar and vocabulary will assess knowledge, comprehension and application will assess knowledge, comprehension and application. Discussion: Which of the four main language skills do we use most frequently in our professional, socio-economic, and politico-cultural interactions? What percentage of emphasis is given to the skill in the entrance exams into ENS, ESTIC, ENAM, FMBS, etc

  8. Literature in English 1 ORDINARY LEVEL Aims: • 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 literature. • C. To enable students explore and exploit literature as a means of emotional and intellectual development 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. GENERAL OBJECTIVES • At the end of the course, candidates should be able to: • 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, and initiate themselves in the production of similar literary material. • 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 issues of language and style.

  9. Assessment objectives • A. Candidates must demonstrate thorough knowledge of literature texts. • B. Candidates must show basic understanding of the use of subject matter, themes, setting, plot, characterisation and form by authors of literary texts. • C. Candidates must demonstrate clearly their personal response to literary texts. • D. Candidates must demonstrate their ability to appreciate and use narrative, dramatic and poetic techniques, and issues of language and style. (74) 2 Advanced Level Aims: • 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.

  10. GENERAL OBJECTIVES • A). Select suitable texts in the three genres with a balance between tragedy and comedy. • B). Emphasize on an in-depth analysis of selected texts and the unity and specificity of the genres. • C). Ensure that the candidates read the set texts thoroughly and other related material. • 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 circumstances that influenced the writing of the prescribed texts. • 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. • G). Get the candidates to write good coherent essays on literary subjects showing mastery of grammar, style, and punctuation in the English Language. • ASSESSMENT OBJECTIVES • The examination will be designed to test candidates’: • A). Knowledge and understanding of prescribed texts. • B). Ability to appreciate the personal, the socio-cultural as well as the historical circumstances that influenced the writing of the prescribed texts.

  11. C). Knowledge of, and analysis of the plot and structure. • D). Ability to synthesize and make reasoned judgments on major concerns (themes) in prescribed texts. How do the above-stated aims and objectives prepare the learners for professionalism and immediate employment? What are the possible professions the learners could have in mind as the listen to their results on radio? List ten • Designer of sustainability projects • Script writer for a film industry/ actor • Brochure designer for associations and companies • Musician/popular artist • Poster/banner designer • Business card producer • Sound, light, costume expert in a film industry • Tourist guide • Photography • Oratory, entertainer, master of ceremonies, etc

  12. 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 Teacher • The teacher Must become a guidance counsellor in order to orientate • The teacher must become a researcher in order to be current in order to discover and reveal new and global issues to the learners. • The teacher must become creative and reflective improvise and help learners to also become imaginative. • The teacher must become flexible and liberal in for fear of remaining stereotypical and traditional. • The teacher must become a model set the pace for the learners and encourage them to be what he is. • The teacher must become a designer, s/he should use the course as a guide to design content that informs learners on professional and global issues. • The teacher must be competent, self-confidence and artistry in teaching will not only arouse learners’ interest but will help them to be self-confident and productive.

  13. 8.The teacher must become a producer of new knowledge, information, 9. The teacher must become a facilitator. Learners already own knowledge and have in mind what they want. 10.The teacher must become a learner inform learners mutual relationship that must reign in the classroom, i.e. give and take/ win-win. 11. The teacher must become a suggestion maker to hierarchy based on the phenomena experienced in the field. WHAT MORE 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 of what is made available to them. Brainstorming: How possible is it going to be if learners offer the following series at the A/L in order to become the matched professionals? Series Profession Geo, Bio, Lang or Lit Geolinguist on climate change Chem, Phy, Lang or Lit Indusrial-linguist/Prescribing director Maths, Phy,Chem, Lang or Lit Mathematicallinguist/ Maths prose writer

  14. REFERENCES • Smutny, Joan Frankline and Rita Haynes Blocksom. Education for the Gifted: Programs and Perspectives. Indiana:The Phi Delta Kappa Educational Foundation, 1990. • -Wong, Shelley. Dialogic Approaches in TESOL: Where the Ginkgo Tree Grows. Lawrence Erlbaum Associates, Inc., 2006. • The Cameroon GCE Board: The Regulations and Syllabuses for General Education Subjects. 2007

  15. If we teach for professionalism, we will surely reduce unemployment. Thank you for permitting me to bother you.

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