I will add to this that, as someone alluded to below, people don't typically say the purpose of a math class is to get kids to love math, yet this responsibility is laid at the feet of English teachers when it comes to literature (and is also espoused by many teachers who have internalized that message). The purpose of English classes has much more to do with learning analysis, critical thinking, writing, discussion/speaking, and research skills. Furthermore, as many have already mentioned, standards and curriculum are outside of teachers' control, as well, along with physical materials.
Another issue is the impact on students' learning. Using the same standardized texts that are rich in literary elements and grade appropriate are better suited for the goals of English/Language Arts classes than having kids read whatever they want. Most kids, if given free rein to select texts, do not choose literature that is grade-level, and if they do, even more kids can't fully understand an entire novel without support from the teacher. In fact, a major issue when considering independent reading is that it tends to support further reading development for kids who are already good readers but does not help struggling readers. There is a very real reading problem in the U.S., and right now, total freedom of choice would cater to the kids who are already proficient while leaving the others-- who are already struggling-- in the dust. Timothy Shanahan has written extensively about this issue in a very down-to-earth, conversational way (Example: https://www.readingrockets.org/blogs/shanahan-literacy/isnt-independent-reading-research-based-practice).
There is, of course, a place for choice reading, and teachers should try to find access points to all literature that can help students get engaged in the works they read. This is more a pedagogy issue than a text selection issue, though.
a_stoic_swan t1_iu1kysj wrote
Reply to The Great Gatsby: I don't know why this book is so popular with English teachers by knerled
So many great points have already been made!
I will add to this that, as someone alluded to below, people don't typically say the purpose of a math class is to get kids to love math, yet this responsibility is laid at the feet of English teachers when it comes to literature (and is also espoused by many teachers who have internalized that message). The purpose of English classes has much more to do with learning analysis, critical thinking, writing, discussion/speaking, and research skills. Furthermore, as many have already mentioned, standards and curriculum are outside of teachers' control, as well, along with physical materials.
Another issue is the impact on students' learning. Using the same standardized texts that are rich in literary elements and grade appropriate are better suited for the goals of English/Language Arts classes than having kids read whatever they want. Most kids, if given free rein to select texts, do not choose literature that is grade-level, and if they do, even more kids can't fully understand an entire novel without support from the teacher. In fact, a major issue when considering independent reading is that it tends to support further reading development for kids who are already good readers but does not help struggling readers. There is a very real reading problem in the U.S., and right now, total freedom of choice would cater to the kids who are already proficient while leaving the others-- who are already struggling-- in the dust. Timothy Shanahan has written extensively about this issue in a very down-to-earth, conversational way (Example: https://www.readingrockets.org/blogs/shanahan-literacy/isnt-independent-reading-research-based-practice).
There is, of course, a place for choice reading, and teachers should try to find access points to all literature that can help students get engaged in the works they read. This is more a pedagogy issue than a text selection issue, though.