Dawit Dibekulu

Bathed in the vibrant hues of multiculturalism, "world literature" explodes beyond its Eurocentric past. Comparative literature,
once a quest for universality, now stumbles at the crossroads. Aristotle's mimesis, a grand mirror reflecting Western echoes, still
whispers, yet a kaleidoscope of diverse voices clamor for attention. Can comparative literature fashion a lens that captures not just
familiar notes but the symphony of every tongue? This essay wrestles with this dissonance, seeking a harmony where each cultural
narrative finds its rightful place. It delves into the challenges of embracing difference, daring to imagine a chorus where every voice
sings not in unison, but in vibrant counterpoint, composing a richer, truer melody of human experience.

This qualitative analysis employs Critical Discourse Analysis (CDA) to explore the song lyrics of "Naʾət(ʾəyamämäw qut’ər 2) Naat (Paining No. 2) " by Teddy Afro, a prominent Ethiopian musician knownfor blending elements of nationalism, humanism, and political activism in his music. The study focuseson understanding how Teddy's lyrics reflect themes of nationalism, humanism, and the quest fordemocracy within the Ethiopian context. Drawing upon CDA, the analysis examines linguistic anddiscursive strategies employed in the lyrics to convey socio-political messages. The study highlightsTeddy's role as a cultural figure and activist whose music serves as a medium for expressing societalconcerns and advocating for change. Through the lens of CDA, the analysis elucidates the ways in whichTeddy's music contributes to ongoing discourses surrounding Ethiopian identity, social justice, anddemocratic aspirations. Ultimately, this research provides insights into the intersection of music, politics,and culture in Ethiopia, shedding light on the socio-political significance of Teddy's musical contributions.

The fundamental premise of Hans-Georg Gadamer's 1960 book Reality and M ethod is that truth cannot be completely defined by scientific method, and that actual meaning of language transcends methodological interpretation. The term 'hermeneutics' has traditionally been used to refer to a group of questions centered on the interpretation of writings, particularly religious and legal texts. The issues of "reconstructing" past ages, epochs, and periods, as well as obtaining "objective" historical knowledge, became part of the overall hermeneutical dilemma with the advent of methodical historical scholarship in the nineteenth century. Gadamer claims that hermeneutics (the science of interpretation) is more than just a means for identifying truth; it is also an activity aimed at comprehending the conditions that allow truth to exist. According to Gadamer, the role of hermeneutics in the human sciences is not the same as the role of methods of research in the natural sciences. Hermeneutics is not merely a method of interpretation, but is an investigation of the nature of understanding, which transcends the concept of method. Truth is not something which may be defined by a particular technique or procedure of inquiry, but is something which may transcend the limits of methodological reasoning. The truth of spoken or written language may be revealed when we discover the conditions for understanding its meaning. The term 'hermeneutics' has traditionally referred to a group of problems centered on the interpretation of writings, particularly religious and legal texts. The issues of "reconstructing" past ages, epochs, and periods, as well as obtaining "objective" historical knowledge, became part of the overall hermeneutical dilemma with the advent of methodical historical scholarship in the nineteenth century. The purpose of this brief review is to emphasize the concept of Gadamer's work in terms of truth and techniques.

Karl Marx and Friedrich Engels developed a corpus of ideas known as Marxism or socialism. The postulates of the Marxist school of thought offer the theoretical framework for the working class's struggles to realize socialism as a superior form of human society. The abolitionist movement of the late 1830s can be linked to the history of feminist ideology. Elizabeth Cady and Lucretia Mott spearheaded the Seneca Falls human rights convention, which served as the. Most recent breakthroughs in feminist thought and practice continue to be disregarded by both Marxist theory and practice. The production of people under patriarchal relations is examined, and feminist theory focuses on the conflicts that arise between women and men as a result of their different relationships to these two types of production. This definition of production, which is frequently used in much Marxist literature, is challenged by feminist theory. Because women in their households typically deal with patriarchy as individuals, feminist practice places a strong emphasis on developing consensus tactics, supporting women in their particular challenges, and assisting each woman in feeling both her oppression and her strength. The left largely misunderstands the importance of this tactic. While feminist activism is just as revolutionary as class struggle, its goal is different: it seeks to overthrow patriarchy. A large portion of the left's hostility toward feminism appears to be the result of misinterpreting Mao's idea of "principal contradiction" to demand a class-first approach. The "primary contradiction" in the modern United States includes conflicts including class, gender, race, ethnicity, and age. Additionally, a fight that primarily targets gender dominance might also succeed in overturning. This paper aims to give a highlight under philosophies of Marxism and feminism literary theory.

The fundamental premise of Hans-Georg Gadamer's 1960 book Reality and M ethod is that truth cannot be completely defined by scientific method, and that actual meaning of language transcends methodological interpretation. The term 'hermeneutics' has traditionally been used to refer to a group of questions centered on the interpretation of writings, particularly religious and legal texts. The issues of "reconstructing" past ages, epochs, and periods, as well as obtaining "objective" historical knowledge, became part of the overall hermeneutical dilemma with the advent of methodical historical scholarship in the nineteenth century. Gadamer claims that hermeneutics (the science of interpretation) is more than just a means for identifying truth; it is also an activity aimed at comprehending the conditions that allow truth to exist. According to Gadamer, the role of hermeneutics in the human sciences is not the same as the role of methods of research in the natural sciences. Hermeneutics is not merely a method of interpretation, but is an investigation of the nature of understanding, which transcends the concept of method. Truth is not something which may be defined by a particular technique or procedure of inquiry, but is something which may transcend the limits of methodological reasoning. The truth of spoken or written language may be revealed when we discover the conditions for understanding its meaning. The term 'hermeneutics' has traditionally referred to a group of problems centered on the interpretation of writings, particularly religious and legal texts. The issues of "reconstructing" past ages, epochs, and periods, as well as obtaining "objective" historical knowledge, became part of the overall hermeneutical dilemma with the advent of methodical historical scholarship in the nineteenth century. The purpose of this brief review is to emphasize the concept of Gadamer's work in terms of truth and techniques.

This study aimed to assess the correlation between teachers' perception and practice in using literary texts to teach reading skills in case of Ethio-national school, School of Indiana and Seattle academy in Addis Ababa. For this study, correlation design and both quantitative and qualitative data analyses approaches were employed. The samples were 43 teachers selected using comprehensive sampling. Questionnaire, classroom observation and focus group discussion were data collection tools. Both descriptive (frequency and percentage) and inferential statistics (Pearson correlation) were used to analyze the quantitative data and thematic narration for qualitative. The findings of the study revealed that most of the respondents perceived using literary texts in teaching reading positively. In spite of their good perceptions, their practices of using literary texts in teaching reading were infrequent. The relationship between teachers' perception and their actual practices were positively correlated but the degree of their correlation was weak. Thus, it is possible to recommend that teachers should use all literary materials included in the text to teach reading skill.

The aim of this paper is to give a highly on approach and methods in language teaching and learning. the wide variety of method options currently available confuses rather than comforts. Methods appear to be based on very different views of what language is and how a language is learned. This article refers to the way teachers can focus the teaching of the foreign language in the classroom in such a way that students can communicate in a conscious way, taking into account their real experiences. Here, the origin of the different language teaching methods and Approach as a combination of different methods is clearly explained, as such as the role of the teacher and the students in.

Strategic competence is one type of communicative competence among others which have been postulated by Canale and Swain in 1980 as ‘verbal and non-verbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or to insufficient competence’. It refers to the ability to get one’s meaning across successfully to communicative partners, especially when problems arise in the communication process, and the ability to convey information to a listener and correctly interpret information received. It has great implications in language teaching by determining the main ability of learners’ communicative competence.

The aim of this paper is to evaluate the English language final exam based on scholars view point. In doing so descriptive design was employed and qualitative and quantitative data analysis was employed to analyses the data obtained from the document. Document was the primary data for this study. So, the findings indicate that the test was not prepared in effective way by considering difficulty level, test variety, skill variety. Thus, teacher in school need to prepare the test by considering the scientific method of preparing an exam.

The aim of this paper is to show how literature integrated as a language teaching material in EF
classes. Literature considered as a promising tool for language learning purposes. Literature
plays a pivotal role in supporting, sustaining and developing literacy and language learning. As
teachers, we know that it is impossible to separate language or literacy learning from literature.
Students learn language that is relevant and meaningful for their current and future social
interactions through talking, listening, reading and writing. Scholars in the field have proposed
various advantages for the use of literature in EFL classes. What follows is a summary of what
can be considered as the merits of literature in EFL. In a practical move, this paper reviews the
past and current approaches to teaching literature in language teaching classes. Five
methodological models for teaching literature are proposed.

Recent explorations in L2 pedagogy signal a shift away from the conventional concept of method toward a "post method condition" that can potentially refigure the relationship between theorizers and teachers by empowering teachers with knowledge, skill, and autonomy. So empowered, teachers could devise for themselves a systematic, coherent, and relevant alternative to method, one informed by principled pragmatism. The post method condition can also reshape the character and content of L2 teaching, teacher education, and classroom research. in practical terms, it motivates a search for an open-ended, coherent framework based on current theoretical, empirical, and pedagogical insights that will enable teachers to theorize from practice and practice what they theorize. This paper explores one such framework consisting of 10 macro strategies, based on which teachers can design varied and situation-specific micro strategies or classroom techniques to effect desired learning outc...

Content and Language Integrated Learning (CLIL) plays an increasingly important role in language education, both as a feature of foreign language teaching and learning, and as an element of bilingual and plurilingual education. As learners develop their language competences, they are able to deal with evermore complex topics, so teaching material needs to offer learners interesting and challenging subject matter. One way to do this is through CLIL where language and subject teachers work together; language teachers acquire subject knowledge and subject teachers acquire expertise in combining language development with teaching the content effectively. Recent developments in CLIL have focused more specifically on academic illiteracies as well as on the use of CLIL approaches in the teaching of the language of schooling/majority language. So, this paper intended to examine the argument on the focus of language syllabus to be content or language.

48 Practice of Teaching Reading Comprehension in Secondary Schools: A Case of Debre Markos Administrative Town Simachew Gashaye* & Dawit Dibekulu Alem* College of Social Sciences and Humanities, Debre Markos University, Debre Markos, Ethiopia Department of English Language and Literature, Debre Markos University, Debere Markos, Ethiopia Corresponding Author: Dawit Dibekulu Alem, E-mail: t dawitdibekulu7@gmail.com

In language teaching and learning multiple intelligences is the fundamental issue. In this area Gardener is the very well expertise. Gardener, stated that multiple intelligence has its own feature as: he claims that human beings have multiple intelligences, each individual has nine intelligences in varying amount, these intelligences are located in different areas of the brain, they either work independently or together, These MI can be nurtured and strengthened or ignored & weakened, and We can improve education by addressing these multiple intelligences of our students. Using the multiple intelligences approach show that many students who perform poorly on traditional tests are turned on to learning when classroom experiences incorporate artistic, athletic, and musical activities, provide opportunities for authentic learning based on your students' needs, interests and talents it means that The multiple intelligence classroom acts like the "real" world: the author an...

Research is a scientific field which helps to generate new knowledge and solve the existing problem. So, data analysis is the crucial part of research which makes the result of the study more effective. It is a process of collecting, transforming, cleaning, and modeling data with the goal of discovering the required information. In a research it supports the researcher to reach to a conclusion. Therefore, simply stating that data analysis is important for a research will be an understatement rather no research can survive without data analysis. It can be applied in two ways which is qualitatively and quantitative. Both are beneficial because it helps in structuring the findings from different sources of data collection like survey research, again very helpful in breaking a macro problem into micro parts, and acts like a filter when it comes to acquiring meaningful insights out of huge data-set. Furthermore, every researcher has sort out huge pile of data that he/she has collected, b...

Serious Examination of the Use of Language by the Trojan Horse and Other Short Stories is the main objective of this review, which was originally intended to analyze the quality of his artistic work and demonstrate its contribution to literary development. This work aims to serve as a bridge between readers and writers, concentrating on the choice of words and metaphorical methods. The book attempts to examine the strengths and limitations of word use and metaphors, based on the theoretical foundations that have been compiled.

Strategic competence is one type of communicative competence among
others which have been postulated by Canale and Swain in 1980 as
‘verbal and non-verbal communication strategies that may be called
into action to compensate for breakdowns in communication due to performance variables or to insufficient competence’. It refers to the ability
to get one’s meaning across successfully to communicative partners,
especially when problems arise in the communication process, and
the ability to convey information to a listener and correctly interpret
information received. It has great implications in language teaching by
determining the main ability of learners’ communicative competence.
Keywords: Strategic competence, implication, language teaching

Strategic competence is one type of communicative competence among others which have been postulated by Canale and Swain in 1980 as 'verbal and non-verbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or to insufficient competence'. It refers to the ability to get one's meaning across successfully to communicative partners, especially when problems arise in the communication process, and the ability to convey information to a listener and correctly interpret information received. It has great implications in language teaching by determining the main ability of learners' communicative competence.

The aim of this paper is to give a highly on approach and methods in language teaching and learning. the wide variety of method options currently available confuses rather than comforts. Methods appear to be based on very different views of what language is and how a language is learned. This article refers to the way teachers can focus the teaching of the foreign language in the classroom in such a way that students can communicate in a conscious way, taking into account their real experiences. Here, the origin of the different language teaching methods and Approach as a combination of different methods is clearly explained, as such as the role of the teacher and the students in.

Strategic competence is one type of communicative competence among others which have been postulated by Canale and Swain in 1980 as 'verbal and non-verbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or to insufficient competence'. It refers to the ability to get one's meaning across successfully to communicative partners, especially when problems arise in the communication process, and the ability to convey information to a listener and correctly interpret information received. It has great implications in language teaching by determining the main ability of learners' communicative competence.

The aim of this paper is to evaluate the English language final exam based on scholars view point. In doing so descriptive design was employed and qualitative and quantitative data analysis were employed to analyses the data obtained from the document. Document was the primary data for this study. So, the findings indicates that the test was not prepared in effective way by considering difficulty level, test variety, skill variety. Thus, teacher in school need to prepare the test by considering the scientific method of preparing an exam.

The last decade has seen lots of changes in many fields of education. The field of
syllabus design in foreign language instruction is no exception. The main purpose
of this paper is thus to examine critically Grade 10 English Students text book. So,
based the selected unit is tried to organized in good way but little attention was
given for listening skills, the notes in grammar section the text book called
language focus, the skills were not that much integrative and to evaluate the skills
the tasks is not varied in terms of their types. The reading text and poems are
authentic because the texts are not prepared for teaching purpose.

This study aimed to assess practices of teachers in teaching reading comprehension in secondary schools of Debre Markos administrative town. For this, descriptive survey design and both quantitative and qualitative data analyses approaches were employed. The samples were 254 students and 33 teachers selected using systematic random sampling. Questionnaire, interview, classroom observation and documents were data collection tools. Both descriptive (mean, SD, frequency and percentage) and inferential statistics (one sample-test) were used to analyze the quantitative data and thematic narration for qualitative. The one sample t-test value for pre-reading phase obtained from teachers (M=3.01), which is almost equal to expected mean t-value (t=0.36, df=32, p>0.05) and from students (M=2.21) is significantly lower than expected mean value (t=103.27, df=253, p<0.05). This indicates that the implementation of pre-reading activities was not as expected. The while reading phase mean scores obtained from teachers (M=2.73), (t=-7.93, df=32, p<0.05) and students (M= 2.27) are lower than the expected mean value (t=103.27, df=253, p<0.05) indicates that the implementation of while-reading activities was not as expected. Similarly, for post reading phase, the mean score obtained from teachers (M=2.82), (t=-3.76, df=32, p<0.05)and from students (M= 2.16) both found lower than the expected value (t=78.34, df=253, p<0.05) implies that the implementation of post-reading activities was not as expected. The one-sample test score for the application of teaching strategies obtained from teachers (M=3.67) is significantly greater than the expected mean t-value (t=13.83, df=32, p<0.05). But the mean value (M=2.50) obtained from students is significantly lower than expected mean t-value (t=91.54, df=253, p<0.05). This indicates that teachers and students react differently. Moreover, student, teachers, subject content and context related factors were found affecting teachers teaching practice significantly with some differences in between teachers and students. The qualitative data also showed that the three phases of reading comprehension were not practiced to the expected level. In addition teachers, students, the context were causal factors that hamper the practice dominantly. Thus, it is possible to recommend that trainings should be organized starting from school level to the MoE in order to improve teachers teaching capacity and to overcome the problems identified.

In language teaching and learning multiple intelligences is the fundamental issue. In this area Gardener is the very well expertise. Gardener, stated that multiple intelligence has its own feature as: he claims that human beings have multiple intelligences, each individual has nine intelligences in varying amount, these intelligences are located in different areas of the brain, they either work independently or together, These MI can be nurtured and strengthened or ignored & weakened, and We can improve education by addressing these multiple intelligences of our students. Using the multiple intelligences approach show that many students who perform poorly on traditional tests are turned on to learning when classroom experiences incorporate artistic, athletic, and musical activities, provide opportunities for authentic learning based on your students' needs, interests and talents it means that The multiple intelligence classroom acts like the "real" world: the author and the illustrator of a book are equally valuable creators. Activities involving apprenticeship learning bring members of the community into the learning process, Students will be able to demonstrate and share their strengths, and finally Building strengths gives a student the motivation to be a "specialists; this can in turn lead to increased self-esteem. When you "teach for understanding," your students accumulate positive educational experiences and the capability for creating solutions to problems in life.

Research is a scientific field which helps to generate new knowledge and solve the existing problem. So, data analysis is the crucial part of research which makes the result of the study more effective. It is a process of collecting, transforming, cleaning, and modeling data with the goal of discovering the required information. In a research it supports the researcher to reach to a conclusion. Therefore, simply stating that data analysis is important for a research will be an understatement rather no research can survive without data analysis. It can be applied in two ways which is qualitatively and quantitative. Both are beneficial because it helps in structuring the findings from different sources of data collection like survey research, again very helpful in breaking a macro problem into micro parts, and acts like a filter when it comes to acquiring meaningful insights out of huge data-set. Furthermore, every researcher has sort out huge pile of data that he/she has collected, before reaching to a conclusion of the research question. Mere data collection is of no use to the researcher. Data analysis proves to be crucial in this process, provides a meaningful base to critical decisions, and helps to create a complete dissertation proposal. So, after analyzing the data the result will provide by qualitative and quantitative method of data results. Quantitative data analysis is mainly use numbers, graphs, charts, equations, statistics (inferential and descriptive). Data that is represented either in a verbal or narrative format is qualitative data which is collected through focus groups, interviews, opened ended questionnaire items, and other less structured situations.

Recent explorations in L2 pedagogy signal a shift away from the conventional concept of method toward a "post method condition" that can potentially refigure the relationship between theorizers and teachers by empowering teachers with knowledge, skill, and autonomy. So empowered, teachers could devise for themselves a systematic, coherent, and relevant alternative to method, one informed by principled pragmatism. The post method condition can also reshape the character and content of L2 teaching, teacher education, and classroom research. in practical terms, it motivates a search for an open-ended, coherent framework based on current theoretical, empirical, and pedagogical insights that will enable teachers to theorize from practice and practice what they theorize. This paper explores one such framework consisting of 10 macro strategies, based on which teachers can design varied and situation-specific micro strategies or classroom techniques to effect desired learning outcomes.

This study aimed to assess challenges encounter the teachers' practice of using literary texts to teach reading skills: in case of Abreha Woatsebeha, Alusha , Segno Gebya,and Debo Secondary school. For this, descriptive survey design and both quantitative and qualitative data analyses approaches were employed. The samples were 38 teachers selected using comprehensive sampling. Questionnaire and semi structured interview were data collection tools. Descriptive statistics (frequency and percentage) was used to analyze the quantitative data and thematic narration for qualitative. The findings of the study revealed teachers' practices of teaching reading skill through literary texts faced challenged by a number of factors. Of which teachers' and students' attitude toward literary texts, lack of experience and preparation, text authenticity, difficulty, length, and large class size, students' motivation, and perception, shortage of time, lack of literary texts in the school, lack of in-service training and supervision are found the major ones. Finally, to meet the needs and interest of the teachers' and students', English language curriculum, syllabus designers, should consider their cultural background, linguistic level, and communicative competences.

Different theories of language entail different methods of learning language and different
points of view of grammar. In essence, language theories are grammatical theories.
Grammar is the system of a language. Grammar is often defined by people as the "rules" of a
language; but in fact, no language has rules. In language teaching techniques, grammar
teaching has varied over time and has been changed from conventional to modern/current
approaches. The teaching of grammar is a dynamic operation. Expression of associations
and functional forms of statements is perfected by grammar.Based on modern approaches to
grammar education, language teaching, which is based on a functional-semantic approach,
is helpful because this approach systematizes language and aims to master the richness of
language.The structural approach is focused on grammar and linguistic awareness opposed
to the structural approach. In a structural approach, learners can only learn grammar, but
they cannot use skills successfully in their conversation, and their degree remains the same
as in the laws of grammar. This hinders the exploration of the richness of the language.In
addition to this, dialogue instruction has a significant function. Drilling, eliciting and asking
philosophical questions by communicative awareness-raising exercises is important in the
teaching process.

Content and Language Integrated Learning (CLIL) plays an increasingly important role in language education, both as a feature of foreign language teaching and learning, and as an element of bilingual and plurilingual education. As learners develop their language competences, they are able to deal with evermore complex topics, so teaching material needs to offer learners interesting and challenging subject matter. One way to do this is through CLIL where language and subject teachers work together; language teachers acquire subject knowledge and subject teachers acquire expertise in combining language development with teaching the content effectively. Recent developments in CLIL have focused more specifically on academic illiteracies as well as on the use of CLIL approaches in the teaching of the language of schooling/majority language. So, this paper intended to examine the argument on the focus of language syllabus to be content or language.

This article discusses theoretical and practical considerations in developing tests of listening comprehension in English language learning with a particular emphasis on the choice of listening passages, assessment tasks and other things. The history of listening assessment can be traced back to as early as the mid twentieth century. Listening is a vital skill but it can be challenging to assess. The listening construct is defined as the process of receiving, attending to, and assigning meaning to aural stimuli. Questions should be developed while listening to, not reading, the intended passage. Selection of passage may depend upon orality versus literacy, audio versus video, passage length, content familiarity, vocabulary and sentence structure, elaborations and redundancies, speech rate and pauses, and fuzzy word boundaries or other speech phenomena. Consideration must be given to type of response expected, including multiple choice, truefalse, open-ended, recall, and nonverbal. Presentation, effects should also be part of the decision, such as advance organizers, language of instructions and questions, and uniformity of presentation. New tests should be refined by pilot testing before actual use. If you need to assess your students' listening skills there are a number of factors you need to consider. These include considering the test taker and their needs, the kind of information you want to know about their listening skills and the most appropriate ways to assess these skills so that your test is appropriate and accurately scored.

This article discusses theoretical and practical considerations in developing tests of listening comprehension in English language learning with a particular emphasis on the choice of listening passages, assessment tasks and other things. The history of listening assessment can be traced back to as early as the mid twentieth century. Listening is a vital skill but it can be challenging to assess. The listening construct is defined as the process of receiving, attending to, and assigning meaning to aural stimuli. Questions should be developed while listening to, not reading, the intended passage. Selection of passage may depend upon orality versus literacy, audio versus video, passage length, content familiarity, vocabulary and sentence structure, elaborations and redundancies, speech rate and pauses, and fuzzy word boundaries or other speech phenomena. Consideration must be given to type of response expected, including multiple choice, truefalse, open-ended, recall, and nonverbal. Presentation, effects should also be part of the decision, such as advance organizers, language of instructions and questions, and uniformity of presentation. New tests should be refined by pilot testing before actual use. If you need to assess your students' listening skills there are a number of factors you need to consider. These include considering the test taker and their needs, the kind of information you want to know about their listening skills and the most appropriate ways to assess these skills so that your test is appropriate and accurately scored.

Postcolonial analysis is a promising approach to the study of ancient history in general and biblical texts in particular. It addresses questions of the construction of cultural identity, particularly the concept of “hybridity.” Of particular interest in postcolonial analysis is the impact of unequal power within societies of mixed backgrounds. Postcolonial literary criticism involves a studied engagement with the experience of colonialism and its past and present effects. Thus, this short paper gives belief explanation about the historical background, key theorist and terms, basic assumption, phases, questions and strengths and weakness of postcolonial literary criticism

This study aimed to assess challenges encounter the teachers’ practice of using literary texts to teach
reading skills: in case of Abreha Woatsebeha, Alusha , Segno Gebya,and Debo Secondary school. For
this, descriptive survey design and both quantitative and qualitative data analyses approaches were
employed. The samples were 38 teachers selected using comprehensive sampling. Questionnaire and
semi structured interview were data collection tools. Descriptive statistics (frequency and percentage)
was used to analyze the quantitative data and thematic narration for qualitative. The findings of the
study revealed teachers’ practices of teaching reading skill through literary texts faced challenged by
a number of factors. Of which teachers’ and students’ attitude toward literary texts, lack of experience
and preparation, text authenticity, difficulty, length, and large class size, students’ motivation, and
perception, shortage of time, lack of literary texts in the school, lack of in-service training and
supervision are found the major ones. Finally, to meet the needs and interest of the teachers’ and
students’, English language curriculum, syllabus designers, should consider their cultural background,
linguistic level, and communicative competences.