Abstract:
The study examined the perception of pre-service teachers regarding children’s literature and
how their views impact their attitude towards literature for children. The study adopted
Spolsky’s (1989) model of second language teaching and learning as the framework to
College of Education students’ attitude towards the teaching and learning of Children’s
Literature. Using a convergent parallel mixed method design and purposive sampling, data
were collected by means of questionnaire and interview from 300 students and 10 tutors from
SDA College of Education, Asokore-Koforidua and Aburi Presbyterian Womens’ Colleges of
Education, and analyzed statistically and thematically. The analysis revealed that majority of
the students either come from the background of either General Arts, where they read
Literature-in-English or developed interest in the subject while in SHS where they read
general knowledge in literature as part of Core English Language. Others also were students
whose parents introduced them to books early in life through home libraries and those who
develop love for the subject whiles they are in college. Based on the results, it is argued that
the pre-service teachers generally have positive attitude towards the study of children’s
literature. From this, it is recommended that special attention should be paid to factors at
school level, such as time spent on curriculum literature, instructional approaches and
educational objectives for literature for children.
Description:
A Thesis in the Department of Applied Linguistics, Faculty of Foreign Languages
Education and Communication, submitted to the School of Graduate Studies in
partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Teaching English as Second Language)
in the University of Education, Winneba
JULY, 2020
