Teaching literature at the Secondary Level: A Comparative Analysis of the International Baccalaureate and Slovene Secondary Grammar School English Curricula

Književnost nam daje primere jezika v svoji najboljši obliki. Zato se lahko uporablja kot orodje, ki izpostavlja dijake z višjo znanja pri pouku tujega jezika. Kljub temu se danes pri pouku angleščine v Sloveniji književnost zelo malo poučuje. Književnost je pogosto namenjena za slovnične in besediščne vaje, kot so klasične aktivnosti izpolnjevanja delovnih listov. Še posebej v gimnaziji, kjer dijaki začenjajo gimnazijski učni program z dobrim razumevanjem angleškega jezika, bi lahko pogosteje in bolj poglobljeno preučevali književnost. S tem bi dijaki lahko pridobili več znanja jezika in boljše razumevanje angleške kulture. Da bi odkrili kakršnekoli težave v zvezi s tem, kako se poučuje književnost pri pouku angleščine v gimnazijah in poiskali primerne rešitve, sem to poučevanje primerjala s svetovno znanim predmetom angleščine Jezik A: jezik in književnost, ki se poučuje v programu mednarodne mature. Po tem, ko so učenci in učitelji v obeh programih izpolnili vprašalnik in anketo, sem ugotovila, da bi lahko pri pouku angleščine v gimnazijah vključili več književnosti in bolj raznoliko književnost. Dijaki bi se lahko tudi bolj osredotočili na sam jezik v besedilih, za razliko od zdajšnjega učenja analize zgodbe in književnih likov. Učitelji bi lahko bili bolj usposobljeni za poučevanje književnosti v svojem univerzitetnem pedagoškem izobraževanju za poučevanje angleškega jezika. Dobro bi bilo, da se učiteljem nudi več sredstev in virov za poučevanje književnih del.Literature provides us with samples of language in its finest form. Thus, it can be used as a tool to expose students to elevated uses of language in foreign language classrooms. Despite this fact, literature is currently studied very little in English classes in Slovenia. Literature is often set aside for grammar and vocabulary drill exercises, such as classic gap-fill activities. Especially in grammar school, where students start the programme with a good understanding of the English language, literature could be studied more often and more in depth so that students can acquire more of the language and a greater understanding of English culture. In order to diagnose any problems with how literature is taught in the grammar school English course and provide solutions, I have compared it with a world-renowned course, the Language A: Language and Literature English course that is taught in the International Baccalaureate Diploma Programme. After having students and teachers in both programmes fill out a questionnaire and survey, I have concluded that more literature and more diversified literature could be added to the grammar school English course. Students could also focus more on the language in the texts as opposed to engaging primarily in plot and character analysis activities. What is more, teachers could be taught more on how to teach literature in their university preparation programmes, and also be given more resources to teach literary works