Bridging the Gap: Rethinking American literature instruction for Gen Z in Philippine universities
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Abstract
Zhou (2020) highlighted that higher education instructors must place greater emphasis on teaching English and American literature because of its influence on students’ overall development. This study explored the challenges and strategies of teaching American literature to secondary and post-secondary students in 21st-century at a Philippine university. The study employed a mixed method approach to highlight the challenges and comprehensively discuss specific strategies used by higher education instructors. Data were collected through surveys and interview with 16 higher education instructors who were selected through purposive sampling. The data gathered were analysed through mean scoring and thematic analysis. The instrument used underwent reliability testing (Cronbach’s alpha). Results revealed that 62.5% of the survey respondents believe that younger students have a different view of classic American literature, and 50% agree that students from newer generations have different attitudes toward classic American literature compared to older generations. Moreover, qualitative results show that incorporating multimedia and contextualisation were effective in engaging students in American Literature while practicing translanguaging. A high percentage of respondents experienced challenges in terms of generational gap and resource availability. Results emphasise that there are important challenges for teachers in uniting students of different cultures and generations, but they also reveal that inclusive teaching can greatly benefit everyone. The study strongly recommends to educators and policymakers redesign the course on American literature in the Philippines with localised interpretations and focus on cultural growth.
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