Teaching Nineteenth-Century English Literature from Different Perspectives: A Kazakh's Experience in American Academi

In this thesis, I compare how English literature of the nineteenth century is taught in undergraduate courses in Kazakhstani and American universities. The work demonstrates what goals and objectives are pursued, what methods professors use for achieving their goals and what influences their choices in teaching. The paper examines the possibility of transferring the way of teaching English literature of the nineteenth century of an American university to Kazakhstani universities.;My first chapter examines the Model Curriculum, reading materials and the approaches of teaching English literature in Kazakhstani universities, with the example of Central Kazakhstan Academy. This chapter demonstrates the need to switch from the old model of teaching English literature in Kazakhstan, which is focused on rote study, to new methods of teaching English literature. In the second chapter I explain how English literature of the nineteenth century is taught in the U.S. in comparison to Kazakhstan, illustrating the differences and the peculiarities of teaching in American universities, with the examples of Georgetown University (private) and University of Maryland (public). The third chapter centers on my proposed approaches of teaching English literature of the nineteenth century for Kazakhstani students majoring in English.