The teaching of literature in a Singapore secondary school: disciplinarity, curriculum coverage and the opportunity costs involved

Abstract

Set against the backdrop of reinvigorating the study of literature and concerns about the adequate preparation of students for the world of work, this paper explores how a Singapore teacher presented a literary text in the classroom. Drawing on data from a large-scale representative sample of Singapore schools in instruction and assessment practices, we discuss some of the potential consequences of instructional choice-making from a disciplinary perspective. Our findings suggest, for example, that when teacher-dominated discourse and interpretations dominate, instructional flexibility and responsiveness are correspondingly limited and restricted. These courses of action, we contend, may occur contrary to teachers’ plans and expectations. The paper closes by making a call for further longitudinal research across multiple research sites into the nature of literature pedagogy that has a strong disciplinary focus.

Keywords:

• English literature
• disciplinary knowledge
• opportunity costs
• curriculum
• pedagogy

Acknowledgements

This article uses data from the research project, Core 2 Research Programme: Pedagogy and Assessment (number OER 20/09 DH) funded by National Institute of Education. The ideas expressed are the authors’ and do not necessarily represent those of the funding agency or the participants in the reported study.

Notes

1. Typically, Government Aided schools have a certain amount of flexibility in terms of class size and affiliation to a particular brand of education.

2. At secondary level, the Ministry of Education, Singapore, channels students into one of three courses (Express, Normal Academic, and Normal Technical) tailored to meet their learning abilities and interests.