The role of adolescent literature in the curriculum (continued)

The role of adolescent literature has long been a debatable issue. Many researchers have sought to give their own understanding of what role it plays in the curriculum.

Jago, (2000) asserts that young adult fiction can serve as recreational books for the children as such; they may not be the best choice to study literature at schools. His argument was also on the basis that many young adult books do not employ rich language and they do not explore complex themes. There characters are usually one dimensional and are usually teenagers themselves.

Furthermore, Herz, (1996) contends that the young adult books are not suitable for students who are unmotivated and therefore unable to cope with the prescribed readings of the curriculum.

On the contrary, other researchers believe that young adult literature does hold some value in the curriculum. Moore, (1997) asserted that “the finest young adult literature deserves a place among the familiar classics in the secondary literature cannon.”

Similarly, Apple, (2000) points out that there are many young adult novels which explore themes and ideas that are worth meriting and should definitely be included in the curriculum.

Links associated with the reasons why young adult literature should be included in the curriculum:

http://www.education.com/reference/article/young-adult-literature-school-curriculum/

http://scholar.lib.vt.edu/ejournals/ALAN/v33n3/gibbons.pdf

The role of literature in the curriculum

Literature to me has always been an experience, a journey, an opportunity to read and enjoy the work of profound poet’s novelist, playwrights while critically paying attention to the vast details and falling in love with the writer’s craft.

I was first exposed to literature in form four. At that time, literature was only taught to form fours and fives. It was a student’s decision to decide whether he or she wanted to study the subject for CXC. Teachers had little influence on this chose except that they were required to recommend the student to write the subject during the second term in form four based on their performance in the previous term.

This procedure continued well into my teaching years at this very same school. During my first year of teaching, there was only one literature teacher. She taught only the upper forms. Strangely, during my first year, she was unable to recommend any of her students to write the subject. This was due to the fact that none of them had ‘developed an appreciation’ for the subject which reflected in the grades they had obtained. Ironically, at this very same time, the ministry of Education began implementing policies for the integration of English language and English literature in secondary schools on the island. This integration was left up to the English language teachers to decide when, how and what strategies they would use to do this.

After many lengthy discussions, our head of department thought it would best be established if we used excerpts from plays and adolescent literature novels.  A literature class for the lower school was conducted once during our six day cycle and English language, five periods per cycle. Much of what was needed to be explored in the plays and novels were not successfully completed as time did not permit. Having realized this, the head of department decided to negotiate with the Vice principal for at least two periods a cycle. This proved ineffective as his argument was mainly that English language was a compulsory subject for CXC where as English literature was an option which the students had.

Even in society, it is apparent that many individuals do not see the need for students to study literature. Literature is viewed as a less important subject; especially for females when compared to technical subject such as, Food and nutrition, Clothing and Textile. This to me goes back to the mentality that women are seen as housekeeper who need to know how to cook and perhaps sew mend a stitch in a pair of trousers. Not only this but, little emphasis is placed on how our student can reach great heights through studying literature like our well known poet and noble laureate, Derek Walcott.

Selecting text for adolescent learners

Selecting text for adolescence

Adolescent literature is often viewed as literature written for adolescent readers ages ranging from twelve and beyond. Some characteristics of adolescent literature include;

1.      It is simple and  straight forward

2.      Focuses on childhood experiences

3.      Expresses a child’s point of view

4.      Is usually optimistic

5.      Tends to reveal a fantasy image of life

6.      Tends to be repetitious

7.      Themes often focus on challenges of youth

http://www.associatedcontent.com/article/2158371/what_are_the_defining_characteristics_pg2.html?cat=38

Based on the definition and characteristics mentioned above, I have decided to find out if Jamaica Kincaid’s novel, ‘Annie John’ meets the criteria of an adolescent literature novel and what aspects of it mirror experiences of young adults.

In the novel ‘Annie John, a young girl struggles to discover her identity, Annie is a young girl growing up in a picture perfect setting. She also has a blissful childhood in Antigua, where she is the centre of her mother’s attention. This however slowly fades as Annie becomes filled with fierce maternal conflict which in the end leads to her departure from Antigua to England at the age of seventeen.

The novel portrays a painful growth of into young womanhood. This portrayal can be compared to the experiences of many Caribbean teenagers as they try to determine who they are and understand their life’s outside of their parent’s viewpoint. Moreover, the story is told through the point of view of Annie as the narrator. This helps adolescent create a strong connection with the narrator as they are able to see things through her eyes thus being able to respond to the text.

Another character who adolescent may also relate to is ‘Gwen’ Annie’s first best friend. Gwen serves as a surrogate mother to Annie in the absence of her mother. She expects all the kisses, love and hug from her just like her mother once did. Most adolescent find themselves have a similar friend like Gwen.  At this age, they are in need of someone to talk to about issues or just simply spending time together.

The major theme in this book is individuality. Annie wants to create her own identity without the influence of her mother or others. The quest for individuality and independence is portrayed in her rebellious acts. In the Caribbean, and the world by extension, most teenagers go through the very same thing. One of the themes most highlighted in the novel is ‘mother daughter relationship.’ In the novel, there are instances which would allow adolescent about their own relationship with their mother. In the beginning, they have strong relationships with their mothers but when puberty occurs, parents especially  mothers, they believe that they should seek their own way of life to adopt to the changes of womanhood.

In the novel, we also sense optimism especially when Annie decides to leave the country. She is convinced that she will find a better life in England. Teenagers view running away or just moving away from home as the best option during the period at which they are trying to find themselves.

For all the reasons mentioned above, I believe that Jamaica Kincaid’s, ‘Annie john’ does reflect characteristics of adolescent literature.

                                                                                                                    

literature based approach to integration.

Literature Based Approach to Integration

Reading and writing processes occur as part of the same activity. Succinctly put, reading is writing and writing is reading. By extension, this means that students read as writers and write as readers.

Student reading as writers emphasizes the notion that they should engage themselves in the writer’s craft or creativity. Students read to understand the developmental process of the text. According to Steve Peha, there are six elements that we should engage our students in when they read as writers. The ideas the writer presents are the heart of the piece. The way in which the writer presents the main ideas is very significant. Students should focus on how the writer achieves his purpose in the piece.

Equally important is the organization of the piece. The organization refers to the sequencing of ideas. What kind of leads does the writer use? How does he draw the readers into the piece? What kind of ending does the use and how do they work to bring closure to the piece? Another essential element that contributes to reading as writers is the writer’s voice; through the choice of words.  Is the writer passionate about the topic?  How does the writer reveal emotions? How is the writer’s personality presented in the piece? 

The writer’s choice of words or phrases is also important. Students should be aware of the techniques that the writer uses to make the piece more memorable and exciting. Such techniques may include; similes, metaphors in the text. Furthermore, attention should be drawn to fluency of the sentences. How does the writer vary the beginnings and lengths of sentences? Does the writer vary the sound effects in the piece for example, alliteration, rhyme and rhythm?

 Lastly, the conventions of the piece should be examined. Students should evaluate how the writer uses conventions to make the piece more exciting or meaningful. Does the writer use conventions in unusual ways that are successful?

Teachers also play an integral part in helping students read as writers. From the forefront, teachers should stimulate and captivate the student’s interest. Students should be given the opportunity to have an input in the selection of literature. Teachers should select text that interest the students and are part of their experience. Quality literature should be chosen. This means that the books selected should allow discussion of multiple topics and perspectives within the story.

Another technique that can teachers can utilize is the use of anticipatory guides. This is a strategy used before the actual reading of the text or book to help activate student’s prior knowledge and build curiosity about a new topic. Before engaging in the actual reading, students read or listen to some statements about key concepts in the text with which they can choose to agree or disagree or simply make predictions. This can prove to be an effective strategy as students get a chance review the statements and their responses having read the piece.

Another   strategy that can be used is journals. Probst, (1990) notes that ‘journals help make the reader active.’ Students can use journals to write about their observations, interests; they get a chance to connect new information with their prior knowledge.

Since students ‘read as writers,’ the question then is how they can ‘write as readers?’ Writing as a reader focuses on students writing with a sense of audience and purpose. They focus on developing a craft that will attract readers. This of course involves a process whereby, students take ownership of the writing that is, moving students from the process of instruction to construction. Students will first develop their technique of writing for instructions. This is when students write for the teacher and to be graded. Construction focuses on the idea that students must write to communicate to an audience and share the ideas as well as experiences. Students get an opportunity to explore the book; they are the questioning thus constructing meaning.

A writer’s workshop is a good technique which can be implemented to help students grow as writers. A writer’s workshop is where a block of school time is allocated to students planning, drafting and editing their compositions. It involves peer collaborations whereby students read each other’s work and constructively criticize it.

Helping your students acquire both reading and writing competencies is essential in allowing students to develop and appreciation for literature.

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