Abstract
Nowadays, learners spend little time reading (Verboord 2006:35) and unmotivated learners read as little as possible (Lessing-Venter and Snyman 2017:866), despite the fact that learners with good reading comprehension abilities perform better academically. Learners who read literary texts are language proficient, better readers and writers and better academic achievers than those who do not read or read little. At school, learners are exposed to literary texts (sometimes for the first time) and are expected to read these printed texts in the traditional sense of the word. Luther (2018) has found that reading literary texts has a favourable effect on performance and states that the promotion of reading comprehension and literary skills encourages learners to become readers and remain readers. Electronic communication in all areas is the order of the day, and learners are increasingly comfortable with using it (Kleyn, Snyman and Geldenhuys 2013:86). The fact that learners read fewer printed texts and deftly deal with electronic texts leads to changed reading behaviour (Vincken 2013:3). However, this changed reading behaviour does not benefit learners in an academic environment. The way in which learners become acquainted with literature plays an important role in their reading behaviour (Huysmans, Zeijl and Van den Broek 2005:531–48; Mol and Bus 2011:267–96; Kleyn et al. 2013:88). Seen in this context, the question arises: How should learners be introduced to literary texts?
According to Kleyn et al. (2013), teachers want to teach literature enthusiastically, but experience a negative attitude towards literature among learners. Nevertheless, the main objective of teaching literature remains to develop learners in totality. This is possible when learners are central in the literary communication process and an approach of reception aesthetics teaching is followed. Theorists Robert Jauss (1982) and Wolfgang Iser (1978) have made the greatest contribution to reception aesthetics as a literary teaching approach that emphasises the creative power of readers (learners) in the reception and interpretation of literary texts. Readers’ reactions to literary texts provide the energy that enlivens literary texts for readers. Previously, readers’ reception of literary texts during the (literary) communication process was not sufficiently taken into account (Jakobson 1960:350–77; Ghesquiere 1993:25). As far as the reception aesthetics approach is concerned, the focus in the literary communication process is on the interaction between the literary text (sender) and the reader (receiver), and especially on the reader’s response to and personal interpretation of the text.
The National Curriculum and Assessment Policy Statement (CAPS) for Afrikaans Home Language in the Senior Phase (South Africa 2011b) and the Intermediate Phase (South Africa 2011a:9–11) stipulates, among other things, that reading must be gradually strengthened on the basis of a variety of reading opportunities. The CAPS states that literary texts should be handled with “greater depth”. Furthermore, teachers of literature need to compile literary reading comprehension strategies and various integrated reading comprehension and writing activities to make sure learners understand what they are reading (Le Cordeur 1991). Independent reading should also be constantly encouraged. As far as the teaching of literary texts in the Senior Phase is concerned, the best approach is to read as much of the text as possible in class (South Africa 2011b:10). Seen in this context, the following questions arise: How should learners be introduced to literary texts? How can literary reading comprehension be developed in practice and self-directed reading be promoted?
The purpose of this article is to suggest practical recommendations for the integrated teaching of literary texts to literature teachers. It involves, firstly, literary teaching approaches within the literary communication process, such as reception aesthetics reader approaches, secondly, modelling and teaching literary reading comprehension strategies to learners and, thirdly, teaching learners about integrated writing activities, compiled from a literary text and included in a multimodal reflective learner portfolio (MRL). The reason for this is to pursue Jauss and Iser’s ideal of enlivening literary texts for learners, as well as the ideal that the proposed way of working can promote learners to self-directed readers. For the purposes of this article, the Dutch reading dossier model was examined to determine whether the application of a similar model could serve as a driving force behind the above ideals. De Moor (1984:161–73) regards the compilation of a reading dossier as the “cornerstone” of literature teaching, and Nicolaas and Vanhooren (2018:200) believe it to be the “heart” of literature teaching. The reading dossier is also seen as a reading motivator in the Netherlands (Van Woerkom 1992:32). The compilation of a reading dossier involves a literary journey of discovery that develops learners’ literary repertoire. In the Netherlands, the reading dossier is regarded as a functional and reflective instrument.
The South African school curriculum does not prescribe a reading dossier, but the Dutch reading dossier model can serve as a guideline for the compilation of an MRL. Subsequently, the teaching and modelling, as well as the application, of literary reading comprehension strategies were investigated. The compilation of integrated writing activities, developed around a literary text, is proposed. The composition of an MRL leads learners to interact with literary texts and, through reading processes and strategies, to reading comprehension (Snyman 1992:33; Sysa, Soninova and Prokhorets 2018:97–8) and self-directed reading (Faber 2013:12). In compiling an MRL, learners become aware of the meaning of subtle, symbolic, intelligent and inventive literary language use.
The variety of integrated writing activities around a relevant literary text further contributes to active learning, cooperative learning, metacognition and self-reflection. The MRL does not have to look like the Dutch reading dossier model and allows the literature teacher professional freedom. The main objective of an MRL is to motivate learners through the management of their own reading and learning process to qualitative reading. Through this, the expectation is created that learners can thus be encouraged to become self-directed readers. Firstly, this article shows evidence that the compilation of an MRL in the Intermediate and Senior Phases is possible within the CAPS framework. Secondly, the article demonstrates that the application of literary reading comprehension strategies and integrated MRL writing activities leads learners to self-responsibility of their own reading and learning processes. Thirdly, the article shows that the composition of an MRL develops learners in totality (Palani 2012:91).
Keywords: Dutch reading dossier; integrated writing activities; Intermediate Phase; literary communication model; literary reading comprehension strategies; literature teaching; literary texts; multimodal reflective learner portfolio (MRL); practical recommendations; reception aesthetics approach; reflective reading experiences; self-directed reading; Senior Phase