What are Grade Twelve Students Reading? Surveying Saskatchewan English Language Arts B30 Teachers

Abstract

The purpose of this research study is to investigate how the recent English Language Arts (ELA) curriculum renewal has been adopted throughout Saskatchewan by looking specifically at the full-length texts taught in the ELA B30 course throughout 2014-2015, as a possible indicator. The basis of this research study stems from two prior Canadian studies: “The Constancy of the School ‘Canon’: A Survey of Texts used in Grade 10 English Language Arts in 2006 and 1996” by Mackey, Vermeer, Storie, and DeBlois (2012), as well as Allison Skerrett’s 2010 study, “Of Literary Import: A Case of Cross-National Similarities in the Secondary English Curriculum in the United States and Canada.” While these two studies are based in Alberta and Ontario, at the time of this research project, there is no information regarding what texts are commonly studied in Saskatchewan.

This qualitative bounded case study draws upon mixed methods for data collection. ELA B30 teachers were surveyed on-line, and following that, ELA consultants and/or coordinators from a variety of Saskatchewan school divisions were interviewed. The focus was to learn, as an indicator, what full-length texts are used in ELA B30 and to further unpack how the curriculum renewal process occurred in Saskatchewan classrooms, and whether or not teachers felt supported to change their text selections.

Teachers and coordinators found the Saskatchewan Ministry of Education support to be lacking in the implementation process of the curriculum renewal, and data from this research study revealed that full-length text selections are primarily dated, male-dominated, and reflect the voices of British or American male authors. To conclude, a

case for Culturally Responsive Pedagogy is made for possible transformation of text selection and/or teaching of full-length texts.

Key Words: curriculum, Saskatchewan, English Language Arts, case study, mixed methods, novels, full-length text, culturally responsive pedagogy.