A Discipline, symbiotic dialectic: The case of Literature in English and English Language pedagogical implications for higher education

Abstract

Premised on the scholarship that some academic disciplines are more linguistically related than others are, the study sought a research-appraised understanding and knowledge of the nature of the relationship between the Literature in English and English language as, supposedly, close disciplines. It explored the relationship between the Literature in English and English Language in relation to acquisition of proficiency in English and content knowledge by higher education students. Implications of the relationship between the teaching and learning of Literature in English and English Language in higher education in terms of acquisition of proficiency in English and content knowledge were also examined. The study further sought the implications of the findings for course review in the Departments of English Language and Linguistics and Languages and Social Education in the Faculties of Humanities and Education. The assumption was that such knowledge would, as the literature amplifies, have a pedagogical contribution, not only to the teaching and learning of the two disciplines as the subjects at basic education level but, more importantly, in higher education which has the obligation to, among others, produce the relevantly qualified teachers for the teaching of these disciplines as contributing certain subjects in the implementation of the obtaining integrated curriculum. The study interrogates the Literature in English and English Language for how symbiotically related they are, with a focus on the pedagogical and course review implications of such symbiosis for not only acquisition of proficiency in English as a medium of access to knowledge, but also of interrogating the concepts that make the content of the two disciplines acquire and generate knowledge. The researcher‘s stance was that there would be multiple interpretations of the nature of the relationship between the two disciplines. The inquiry adopted the interpretivist/constructivist paradigm and the qualitative approach. The paradigm is premised on a multiplicity of realities which are socially constructed. A case study was the type of qualitative approach wherein the Department of Languages and Social Education (LASED) in the Faculty of Education and the Language and Linguistics Department (DELL) in the Faculty of Humanities both at the National University of Lesotho (NUL) became the case. Qualitative research data gathering strategies were adopted for the generation of research question-related data. Such strategies included the use of open-ended but relevantly guided conversational face-to-face interviews with the lecturers and students, purposively sampled from the case departments. Documentary sources were also purposively selected to include course descriptions and outlines of vii core and optional courses offered in English Language and Literature in English in DELL as well as in English Language Education and Literature in English Education in LASED. At least three major revelations resulted from the analysis and interpretation of the data. Firstly, the study points to the inherent relationship between Literature in English and English Language as academic disciplines. Areas of symbiosis are the rules of grammar, linguistic and communicative competences, requisite skills and reading literary texts. Secondly, the relationship, given the deserving pedagogical attention within and across the disciplines, can reasonably be associated with the acquisition of proficiency in academic English and improved knowledge of discipline-based content. Thirdly and logically, the study points to two major implications of the relationship. One implication is that pedagogically, the two can be taught in juxtaposition upon informed identification of relevant proficiencies in English and subject-based content needs within and across departments. The second implication of the relationship is a joint course-review need which would lead to an introduction of an integrated English Language Literature in English course for a compulsory offer to DELL and LASED students double-majoring in the two disciplines as specialisations and teaching subjects. Also revealed as an implication is the need for an intra and inter departmental collaboration in course planning, teaching of and research on/for English language proficiency and content knowledge needs of students. The fourth implication is the need for pedagogical professionalisation of the lecturers in both departments‘ strategies for integrating teaching and learning of the two disciplines. Implementation of the implications of the findings would be in step with not only trends in scholarship of teaching and learning (SoTL) in higher education but also in scholarship of pedagogy for enhancing teaching and learning at this level. Actualisation of professionalisation of the teaching of the two disciplines would have an added value to accreditation of the course offerings in the two departments in the situation such as that of higher education in Lesotho where a teaching qualification is one of the accreditation standards from the Lesotho‘s Council on Higher education (CHE). The study therefore, makes reasonable conclusions that (a) the two disciplines are inherently interwoven by nature and, as and when opportunities are identifiable, should be taught and studied with this in mind to enhance acquisition of proficiency in English and content knowledge in both disciplines, (b) the relationship between the two disciplines is not only symbiotic but it is also pedagogical and can therefore strategically be purposively juxtaposed for proficiency in English for the teaching and learning of the two disciplines and (c) the symbiotic relationship between the two disciplines invokes the course review through which a collaborative approach to the planning and viii teaching of the two symbiotic disciplines could improve acquisition of proficiency in English and content knowledge. Based on the conclusions articulated, the study recommends that the two disciplines could be taught in juxtaposition, especially paying attention on these cross cutting skills and competences. The understanding is that such an arranged plan of work could augment acquisition of proficiency in English and content knowledge. In terms of inter and intra departmental working relationship, the study recommends that for acquisition of proficiency in English and content knowledge, the departments of English Language and Linguistics as well as Languages and Social Education could work collaboratively within (intra) and among/ between (inter) departments by way of consultations, sharing of the teaching methods, expertise as well as substance for the two disciplines through joint research and teaching. This could be done where the two disciplines cross-pollinate in terms of content and related skills The research study has also made a significant contribution to the theories surrounding the area of study. For instance, it has expanded Language in/for/with content theory with its principle that language cannot be acquired/learned outside content. The study has gone beyond to add that acquisition of language and content are simultaneous and inseparable. Literature in English is the context for English Language whilst English language is the medium of expression of literary ideas thus making the two interdependent of each other. Furthermore, the study has made a positive contribution to the Language and context theory which is premised on the maxims of meaning through relation, that is, through environment/ situation. It looks at the meaning of a text by examining it holistically that is, its structure in totality not individual words of a sentence in isolation. This study has gone beyond to demonstrate that words or phrases outside context are meaningless. Appropriate and accurate meaning of a text is doubtful outside context; the literature provides that context. The study has also enhanced the schema theory which is based on the principles that schemata are mental structures that have stored information from life experience and such knowledge is resurrected when one meets new information. The schemata influence acquisition of new information. The present study has gone beyond the principles and has added that acquisition of new information/knowledge is dependent on the old knowledge/ schemata. The two are interdependent and inseparable. ix The study contributes a research-appraised model for adoption and or adaptation in the implementation of the research supported symbiotic relationship between the Literature in English and English Language