[DOWNLOAD] "Connecting Students' Personal and Community Experiences and Knowledge to Literature Instruction in Setswana Secondary Classroom (Report)" by Journal of African Children's and Youth Literature * eBook PDF Kindle ePub Free

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eBook details

• Title: Connecting Students' Personal and Community Experiences and Knowledge to Literature Instruction in Setswana Secondary Classroom (Report)
• Author : Journal of African Children's and Youth Literature
• Release Date : January 01, 2004
• Genre: Language Arts & Disciplines,Books,Professional & Technical,Education,
• Pages : * pages
• Size : 243 KB

Description

Abstract This article draws attention to the relationship between academic literacies and students' personal and community experiences that are privileged and marginalized in teaching Setswana literature in Botswana senior secondary schools. It addresses the questions: To what extent is the teaching and learning of literature in secondary school classrooms of cultural relevance to adolescents? What strategies do teachers use to encourage adolescents to respond to, talk about and make connections to literature in ways that draw on their personal and community experiences and knowledge? Using post-colonial theoretical perspectives as a framework for examining discourses in literature lessons that I observed as part of my ethnographic study in two Form Four Setswana classrooms, this article concludes that students view academic knowledge in the form of prescribed literature texts as relevant to their lives beyond the classroom when teachers tap on familiar knowledge and experiences. Yet, the findings of the study also suggest that limited transactions between Setswana literature texts and students' personal and community experiences are embedded in the nature and purposes of intertextual relations that are proposed, accepted and privileged in literature lessons. An analysis of the relationship between pedagogical practices in literature lessons and the knowledge and experiences students bring to the classroom has implications for the place of literature as a tool for cultural understanding, particularly in classrooms that privilege communicative approaches to literacy instruction.

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