The construction of poetry teaching and learning in Ghanaian and South African hisgh schools english language textbooks and teaching materials

Abstract

Abstract The purpose of this research report was to find out how poetry teaching and learning is constructed in the Ghanaian and South African High Schools English as an Additional Language Textbooks. The research sought to ascertain which pedagogic theories as well as theories of literature underpinned the various poetry lessons in both countries' High Schools English as an additional Language textbooks. Qualitative analysis was used to analyze thirty-five lessons on poetry teaching and learning from both countries' High Schools English as an Additional Language textbooks. Similarities and differences in pedagogic approaches to teaching and learning of the poems were found to have constructed poetry teaching and learning in different ways. For example, in the Ghanaian textbooks, poetry teaching was constructed predominantly as formalists' approach to teaching and learning laiterature, but in the South African textbooks, it was predominantly constructed as interactive and Language learning approach. Different kinds of construction for both teachers and students were also found.