• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Resources for Dealing Directly with Specialist Language Style

Extracts from this document...


Resources for Dealing Directly with Specialist Language Style As previously detailed, there are numerous problems for students attempting to access the specialist language of English. One of the most difficult problems for students to overcome is the language and style of William Shakespeare's plays. The three biggest problems that students face when reading Shakespeare are the Elizabethan language, the use of iambic pentameter and the use of themes. It is important that teachers develop resources and strategies to assist students in overcoming these language barriers. To overcome the language barriers of Elizabethan English, teachers must provide students with the greatest possible opportunities for understanding. By using a Shakespearean glossary such as that featured in the appendix, students are able to gain knowledge of the meaning of frequently used words in Shakespearean texts such as anon and doth. When students learn the meaning of these common words, much of the ambiguity of the language and its overall meaning is taken away. A number of teaching strategies could be used to introduce this resource to students. One of the most effective ways is to turn the resource into a trivia game. ...read more.


After an initial reading of the resource it would be important for the teacher to allow students to read a section of a play aloud in order to practice and reinforce the rules for reading that they have just learnt. The 'how to read a poem' resource would be given to students and also read aloud by the class teacher. The resource would then be re-read and the activities completed following the reading of the first scene of a play, allowing students to gain a clearer understanding of meaning and the way in which they should be reading through practical experience and active participation. The 'iambic pentameter' resource would not be given to students but would be used as a guide for the teacher to explain to students how iambic pentameter is written and should be read or performed. The 'verse or prose?' resource would be given to students in groups to complete each activity while being closely monitored by the teacher to ensure that all activities are completed correctly and that every student gains a deep understanding of the content. ...read more.


Again, students having to use quotes and examples from the text allows for an understanding of how themes are portrayed through language and, in this case, the actions and emotions of characters. After students have completed these tasks individually, allowing for the whole class discussion of answers results in students hearing different ideas and interpretations from their peers. By using resources and teaching strategies that are varied in their approach and focus on specific problematic aspects of the language, students are able to gain a deep understanding of previously difficult parts of the text. The types of resources used in this demonstration are ideal for years 7 to 10 to break down the literacy barriers inherent in Shakespearean studies. Implementing them into the classroom would begin to solve problems concerning the study and understanding of Elizabethan language, iambic pentameter and textual themes. Resource List * Teachit's English teaching resources http://www.teachit.co.uk/ * Shakespearean glossary from: http://home.pacific.net.au/~greg.hub/lear.html * Rules for reading Shakespeare from: http://www.yourbestwork.com/articles/2003/grammar.asp * Iambic pentameter from: http://en.wikipedia.org/wiki/Iambic_pentameter * How to read a poem from: Hirsch, E. (2000) How to Read a Poem: And Fall in Love With Poetry. Sydney. Harvest Books. * Board of Studies. (1997) English Syllabus: Stages 4 & 5. Sydney. Board of Studies NSW. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Language: Context, Genre & Frameworks section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Language: Context, Genre & Frameworks essays

  1. Marked by a teacher

    Exploring the genre and style of the Political Interview - Paxman and Galloway interview

    5 star(s)

    Paxman's response is one of obedience, and offers his congratulations, possibly to appease Galloway and regain focus. However, before the next question can be presented, the politician thanks Paxman before removing his microphone and leaving the studio. Due to this, the language used towards the end is perhaps misleading, giving

  2. How do Politicians gain support through language? AQA English coursework

    The third aim was also accomplished through looking at noun phrases, and I established that this overlapped with my 2nd aim, finding that each candidate used noun phrases to describe their goals and gave these goals as reasons for the public to give them their vote.

  1. Why students want to study abroad?

    Otherwise you will not understand the culture in depth. Another advantage of studying abroad is that you can experience many interesting things. For example, there are different religions in different countries. Mostly, East Asian countries are Buddhism, Middle Asian is Islam, and Christianity is the one of the biggest religions in the world.

  2. An analysis of variations in style in comparison to Standard English.

    Voiced th is likewise often but not always pronounced as v (breathe, etc.) This feature is also found in Southern U.S. lower social class speech. 6. The long vowels are all diphthongs, as one can hear from the demonstration words.

  1. Dom Casmurro Creativity

    Bento was curious as to what the secret was since my husband did not tell him the whole plan. I told him what it was because it wasn't a secret that one can't share.

  2. Story in the Style of Terry Pratchett

    It should probably be noted that there were six seasons on the world of Mondus, due to the distance from the sun, and the odd rotation of the world on it's axis. Due to the uniqueness of the world's axis, the seasons went in order of heat, with the first season being the warmest, and the final being the coldest.

  1. Romeo and Juliet

    (Act 1, Scene 5, lines 53 and 54) would be a natural reaction of most men on finding an enemy in their camp. Right at the beginning of this tragedy the feud between the two families is immediately brought to our attention. The opening scene involves servants of the two houses making antagonistic noises to each other, enticing one another to fight.

  2. Translation Studies

    Decoding and recoding The translator, therefore, operates criteria that transcend the purely linguistic, and a process of decoding and recoding takes place. Eugene Nida's model of the translation process illustrates the stages involved: SOURCE LANGUAGE RECEPTOR LANGUAGE TEXT TRANSLATION ANALYSIS RESTRUCTURING TRANSFER As examples of some of the complexities involved

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work