LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 5 May 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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The Construction of Poetry Teaching in Ghanaian Senior High Schools Core English Language Textbooks

John Kumah Quagie, M.A. English

Abstract

The purpose of this paper was to find out how poetry teaching was constructed in the Ghanaian Senior High School Core English Language textbooks. The paper sought to ascertain which pedagogic theories as well as theories of literature underpinned the various poetry lessons in the Ghanaian Senior High School Core English Language textbooks. Qualitative analysis was used to analyse the twenty lessons on poetry teaching in the three core English Language textbooks to ascertain how poetry teaching was constructed. For example, it was found that the poetry lessons in the three Core English Language textbooks were underpinned by multimodal pedagogy of poetry teaching – various approaches to teaching poetry such as writing, language learning, et cetera apart from text-based approach. In the case of the literature teaching approach, it was realised that poetry teaching was constructed predominantly in the textbooks as a way of learning about literary terminologies, interactive and language learning, exploratory learning, a way of drawing on students’ experiences and many others. It was also observed that various identities for both teachers and students were constructed by the poetry lessons in the textbooks. For example, in some cases, the teacher was constructed as a reservoir of knowledge whereas students were seen as active and keen learners. Finally, as recommendation, the paper suggested that poetry teaching in the Ghanaian Senior High School Core English Language textbooks should be more of multimodal and student-centered in order to minimise the apathy associated with it.

Introduction

“In a turbulent age, our schools and colleges must prepare the student to meet unprecedented and unpredictable problems. He needs to understand himself; he needs to work out harmonious relationship with the other people. He must achieve philosophy, an inner center from which to view in perspective the shifting society about him; he will influence for good or ill its future development. Any knowledge about man and society that schools can give him should be assimilated into the stream of his actual life” (Rosenblatt, 1978:3).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

John Kumah Quagie, M.A. English
Ghana Telecom University College
Faculty Of Informatics
PMB 100
Accra
Ghana
West Africa
jkumah@gtuc.edu.gh
kquagie@yahoo.com
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