Teacher talk: Why we should teach literature

Following the government’s move to make English the language of instruction, literature ought to be added to the secondary school curriculum. Literature is included on the secondary school curriculum of all the pioneer East African nations and of most of the Commonwealth nations due to its ability to make the teaching and learning of English Language easier and better. Literature is used to compliment work done in the English language class room as it offers the practical use of the language. The development of the four language skills: speaking, writing, listening and reading are best developed in the literature classroom. Some schools in Rwanda have identified the importance of having Literature on the overall development of a student and have gone ahead to introduce it on their school syllabuses. Sun Rise School in Musanze has taken the initiative and the results are evident. It is currently one of the most sought after secondary schools in the country. Apart from the complimentary effect it has on English language , the study of literature helps a student develop analytical skills. The study of literature helps a student develop persuasive, argumentative and expository skills, which every person needs in order to be able to communicate effectively in business, everyday life and the work place. The study of literature helps a student develop a spirit of initiative, creativity and innovation due to the exposure one receives from interacting with different characters in books. A student develops a hunger for new ideas. Stories help develop a creative, innovative mind. Literature has also been used as a tool to effect social change. In Uganda and Kenya, Literature on HIV/AIDS, gender, democracy, governance has been introduced to syllabuses. MK Publishers Uganda has a package of short stories that the Ugandan government has been using to expose the truth about HIV/AIDs to young people. Books like ‘A Wreath for Udomo’ by Peter Abrahams , ‘A grain of Wheat’, and ‘Petals of Blood’ both by Ngugi wa Thiongo have been used to foster the spirit of Pan Africanism. Curriculum developers in Rwanda should consider including this rich subject on the curriculum just as the neighbouring Kenya, Tanzania and Uganda have done. Stephen Rwembeho is away. Ends