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English literature teaching in Mauritius
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The place of literature in the curriculum (NCF 7-9)
Literature is of considerable value to human life. This is because it often draws its inspiration from human society and ‘reality’, and plays a central role in the transmission of knowledges across generations and geographical barriers. When transposed to the curriculum as a subject, the pedagogical benefits associated with literature are manifold. As an art form, it constitutes a rich source of aesthetic gratification, as learners experience the sense of beauty associated with the appreciation of different literary genres. Also, by virtue of its interdisciplinary nature, it cuts across different subject areas and provides opportunities for the transfer of skills (such as creative and critical thinking skills) to and from related fields, like history and sociology, for instance. At experiential level, literature develops the affective domain and fosters the development of values. It also contributes to a heightened sense of empathy, as learners undergo a process of growth through their exposure to the different situations and intra/inter-personal relationships depicted in literature texts. If properly exploited, this exposure can also pave the way to greater intercultural understanding as well as ensure a form of cultural empowerment. Moreover, the ‘performative’ dimension, inherent to the subject provides enhanced opportunities for engagement in active learning exercises like tableaux, mimes, role-plays, and simulations. This realization of literature in performance adds practical and aesthetic elements to learning, makes texts more accessible, and enhances confidence in learners. In relation to language study, literature has been hailed as a powerful tool to promote linguistic proficiency, especially when avenues are sought for the establishment of links between the language and the literature classes.

Literature teaching methodology
Given that literature not only is a subject but is also an art form and a cultural product, it is recommended that the teaching of literature should go beyond reading and explanation of texts.

Given the nature of literature as an art form/subject, teaching should not be restricted to the reading and explanation of texts. Instead, the more eclectic the teaching approach, the more accessible and enjoyable literature is to learners with diverse learning styles, and the broader are the perspectives opened up to learners. This also ensures the development of higher order skills. To that end, the application of ICT is one avenue that is worth pursuing to revisit the teaching of a subject that sometimes brings learners in contact with literary materials dating back to the Classical era. Equally important is the need to take on board context-specific factors while selecting literature texts, and planning, conducting and assessing the literature lesson. This particularly matters in sociolinguistic contexts where learners have diverse linguistic profiles. Finally, teaching approaches that are geared towards the setting of practical tasks are strongly recommended to underscore the ‘performative’ attributes of the subject.

Assessment in Literature
In Grades 7-9, literature will be assessed separately from language and will carry a 100 % weighting. Even though literature is more often assessed through written work, it is highly recommended that alternative assessment modes be devised. These will, for example, be in oral form or based on tasks and/or projects to be carried out either individually or in groups. Assessment is also conducted in the form of practical exercises like role-plays, especially when the objective is a formative one. Such exercises are particularly suitable to tap into the creative potential of literature students and enable them to plough back personal insights into the appreciation and analysis of texts on the syllabus. Finally, given the increasing focus on language-based literary appreciation and criticism, it is imperative that both summative and formative assessment tasks focus on the skills needed to appreciate and study literature with growing confidence and autonomy. This is what will eventually lead to the assurance and skills needed to engage in exercises like commentaries on unseen texts.

Pedagogy and Training
At the Mauritius Institute of Education, teacher training courses such as the Teacher’s Diploma Secondary (TDS), the Post-Graduate Certificate in Education (PGCE) as well as the Bachelor Degree in Education (B.Ed English) offer didactics modules in English language and literature. In the PGCE, for instance, the third didactics module pertains to the teaching of English literature.

Literature teaching models
A number of literature teaching models are proposed at the MIE. These models define specific approaches to the teaching of English literature. Three major models that have traditionally been proposed are as follows:


 * 1) The language model
 * 2) The cultural model
 * 3) The personal model