Reflection 4 (Zarifah)

State of Literature in my school

I have only been given the opportunity to teach and observe English Literature in lower secondary. My school does however, offer O’level pure literature. Unfortunately, the number of students taking pure literature in upper secondary is very small. There are only about 18 students taking pure literature in secondary 3. Considering the fact that there are 12 express classes in secondary 3 with over 30 students in each class, the figure is rather discouraging.  The boys are currently doing Romeo and Juliet for upper secondary literature. For Secondary one, they are currently doing characterization and setting using the excerpt from Oliver Twist. Other aspects of literature such as the theme, plot and style will be covered in the excerpt from Narnia: The Lion, The Witch and The Wardrobe. The students are taught how to write literature essay using the PEEL method. This is taught from secondary one.  As the literature teachers in this school are trained in literature, the way literature is taught in this school is refreshing, especially for lower secondary. In the previous year, students acted out and put on a performance for particular scenes found in the text To Kill A Mockingbird. To make it relevant to the students’ life, the literature teachers actually attempt to highlight the existence of social inequality and racism in Singapore. It was highlighted that these issues were not limited to the text. While there are no examinations for literature in lower secondary, there are the occasional class tests. The teachers felt that it was best to have both summative and formative assessment for the lower secondary classes. Because there will be students pursuing literature in upper secondary, it is necessary that teachers help students build a strong foundation in literautre during their lower secondary years. Overall, I would say that the teachers here are passionate about literature. They really do go beyond teaching for the test to really try and engage the students.

However, despite the teachers’ efforts in making English Literature engaging, the number of students that eventually opt to do literature in upper secondary is rather low. This could be due to a number of reasons ranging from students’ personal interest to the way literature is percevied in Singapore society and by the students.

The fall in interest in literature

From the discussion, I gather that English Literautre is facing an alarming decline. In a society that places great importance to grades, it is perhaps not so surprising that students are not choosing literature at the O’levels. This is largely due to the misconception that it is a subject that is difficult to score in. Moreover, as mentioned by Dr Warren, Literature just does not seem “profitable” by society and the ministry. This concept of literature being less valuable to society can and is felt and known to students. Hence, many are reluctant to choose a supposedly difficult subject that is not “practical”. However Literature goes beyong language, it questions and allows for students to engage in multiple persective. It teaches students what it means to be human, to understand the human condition, to appreciate and respect cultures and practises that are different from their own. That in itself is something that is timeless, hence it is rather frustrating to see the decline of literature justified with reasons such as “new subjects being introduced” and “changing social context” as suggested by Stacey Chua. Hopefully, the precpetion of English Literature will one day change.