Literature Education at Dutch Secondary Schools: The Transition from Lower to Upper Years with regards to the English Literature Education

Abstract

In this thesis, the transition between the lower and upper years of Dutch secondary schools with regards to English literature is investigated. This transition is often considered difficult, as students are required to read literature in the upper years but are often not prepared for this reading education in the lower years. Fifth year students and teachers of English of two secondary schools were asked to fill in a questionnaire about the current English literature education. Moreover, teachers were interviewed, the libraries were investigated and the course books were analysed. The results from this study emphasise that the transition has to be improved.