Project Description :

The teaching of English literature in the secondary school system in Sri Lanka has had a very chequered past. Its emergence and popularity is in many way linked to some of the key historical and political milestones in the transition of Sri Lanka from its colonial past to its present status as an independent developing nation. It is also linked with the problematic nature of the role and status of English in the nation. Furthermore the issue of teaching literature in a second/foreign language is influenced by the changes and developments that have been taking place in the international arena of ELT policies and practices.

In the pre-independence era the study of literature had a high prestige as it was associated with the language of the colonisers. Even after the gaining of independence English literature continued to be part of the mainstream curricula and was taught in government, government assisted and denominational schools. It must be noted that many of the texts chosen for study were drawn form the canon. In the 1970s and 1980s, however, due to some of the major changes that were taking place in the wider arena of ELT such as structuralism and the advent of the communicative approach, literature was no longer seen as having a valid role in the teaching and learning that was carried out in ESL/EFL contexts. Subsequently the teaching of literature for the G.C.E O/Level was neglected and did not occupy a prominent place in the secondary school curriculum. This situation was in keeping with the changes that were taking place in relation to language planning in Sri Lanka. In 1994 however with the increased emphasis given to increasing students’ proficiency in English, literature was reintroduced in to the secondary school curriculum as a subject for the G.C.E O/Level. This increased emphasis on literature education has been further supported by the new Educational Reforms (1997) with its emphasis on strengthening the role of English in the curriculum Thus the reintroduction of literature studies seems to be part of new policy initiatives to strengthen the position of English overall in the secondary school system.

In the light of the refocusing of interest in ESL literature education, the main purpose of this study is to investigate the policy and practices of the teaching of literature in the second language in the context of post colonial Sri Lanka. The study aims to investigate in depth the perceptions of key stakeholders in the whole enterprise of teaching literature: Policy makers and ELT practitioners who have themselves gained proficiency in English as a second language. The research project wishes to focus particularly on teachers’ perception of their role in the whole process of teaching literature in ESL/EFL environments and the challenges and issues faced in translating policy into practice

The research design for this study will consist of analysis of policy documents, interviews with policy makers and teachers and observation of classrooms.