Portfolio Entry

Portfolio Entry
Name
Institution
How do the curriculum planners/syllabus designers:
Present literature
At the secondary school level, Literature is studied in the form of poetry, prose, and drama. The syllabus designers alongside the curriculum planners hence propose that Literature should get taught as part of English language. Therefore, the contents of Literature do not get presented in this line of Literature as an independent discipline. Besides, they also recommend that literature should be taught across the curriculum. The Caribbean Examination Council English Syllabus state that the syllabus should be designed in this format to emphasize the level of exposure te students have with regards to literature, not as the remote memorization of facts about literary theory but to enable the students to experience the exclusive quality of the literary text. The syllabus also entails a proposed reading list that aid Caribbean teacher in selecting an appropriate reading list for the classroom with the aim of motivating the student’s interest and to establish the ability to value literature. The literature and language syllabus document recognizes the distinct value of these areas but encourages an approach to teaching that brings about strong inter-relatedness of the two (Caribbean Examination Council, 2012).
Establish connections between language and literature?
The designers of the syllabus establish links between literature and language through the designing of objectives that enable the students with the chance to develop their literary and grammatical use of language for effective communication (McCarty & Carter, 2014).

The materials and activities fronted by the designers to establish the student’s passion for literature also serve to link Literature and language. The aims for the projected texts by the designers intention targeting students to utilize all the five facets of language arts, that is to say, speaking, listening, writing, viewing, and reading; all of which are closely related and interdependent. Besides, Literature is utilized as a resource for enhancing any subject area. Literature is not timetabled as a subject in my school. However, the use of CXC has been prescribed as a text to improve the students’ interest in reading, to expose them to several perspectives on the various factors that people face with regards to life experience, and significantly to enable them to experience the resourcefulness of language (McCarty and Carter 2014).
What are the consequences of these observations you have made for the different practices of literature in your school and secondary schools in general?
The consequence for an integrated tactic to English Language and Literature provides Caribbean students, those at my school and those within the region the prospect to enhance their competence in the language, boost their confidence, in written and spoken English for personal and public reasons in their daily ventures. The students will not only establish confidence and competence, but they will also confide and form an aptitude for reading and enjoying literary text which advertency improve their knowledge. The students will have good comprehension, analytical and critical thinking, and communication which are the basic skills for making rational decisions on economic, moral, religious, political, and social issues in the dynamic society where loads of information are experiencing changes. According to my analysis, Literature should be utilized as a resource, and its implementation at secondary school should be enabled.
References
Caribbean Examination Council (2012) Caribbean Secondary Education Certificate, English Syllabus.
McCarthy, M., & Carter, R. (2014). Language as discourse: Perspectives for language teaching. Routledge.