Teacher’s Approaches in Teaching Literature: Observations of ESL Classroom

Abstract

This study aimed to identify the approaches employed by teachers in teaching
Contemporary Children’s Literature Program to upper primary school. Using classroom
observations and interview as research instruments, this paper evaluates the approaches
of five ESL teachers teaching Year 5 students and examines the various challenges faced by
them in the teaching of literature. Preliminary findings on the approaches revealed that
the incorporation of literary elements in the classroom was minimal. Teachers were lacked
creativity and fully utilized the modules provided by the Curriculum Development Centre.
The Pre, While and Post-Reading was not employed effectively due to the lack of textbook
provided by the school. Nevertheless, the program provides great potential for enhancing
students’ language learning in the classroom. This study contributes to the field of
curriculum and pedagogy for authentic learning from the evaluation of teachers’
approaches in the classroom learning.