Investigating the Status of Literary Texts in Algerian Secondary Schools: The Case of First Year Syllabus.

Abstract

The present research is an attempt to examine the status of literature in teaching English in the Algerian secondary schools. It attempts to find whether first year secondary school English syllabus includes literature in the Teaching / Learning of EFL, and whether the way literature is used, fulfills its role in promoting the learning of EFL. Throughout the study, this issue is examined with reference to the relevant theoretical background, the first year secondary school textbook “At the Crossroads” analysis, and the teachers’ working experience. The evaluation of “At the Crossroads” and the data gathered from the teachers’ interview demonstrate that literature is not adequately covered within the textbook nor properly invested as teaching/ learning tool. That is, the study shows that literature content represents only twenty percent (20%) of the whole textbook, and it is compressed in one single unit “Once Upon Time”. Besides, this literary content is devoted only to literature and philosophy stream. As for the literary works used in the textbook, the interviewed teachers emphasized that they are beyond learners’ level and interests.