• 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...

Introduction

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.

Middle

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.

Conclusion

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)

    Another key assumption that can be identified in this initial response is the intensifier "just". The use of the verb before the adverb "something" de-intensifies meaning and infers that Paxman's questioning was irrational. The confidence of May is undermined by her inability to express her thoughts as she starts "This is, we have been having to make..."

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

    to win the election, but he has also thought of the consequences and so suggests trustworthiness. The other speakers also do this, for example in Blair's speech, the complex sentence, "It's wonderful that maximum waiting times have come down from 18 months in 1997 to six months by the end of next year."

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

    The Ricarda-Huch-Schule in Braunschweig, for instance, offers several subjects being taught in English to make the children learn both, biology and English, at once. 11 Like this English finds its way into our life in more and more ways. But coming back to education a problem arises.

  2. Dom Casmurro Creativity

    I was thinking: what if he knew? What will happen if I told him now? A quick thought of my husband conjures revulsion and fury, of which at the moment was approaching Bento. I was thinking: why, my dear Escobar?

  1. Story in the Style of Terry Pratchett

    "Iggy, you're late." "Many apologies, Lady Latona," squeeked Iggy "I was delayed by the activity of the Festival. It shan't happen again." "At last, though, you have arrived," Iggy's mistress, known as Latona, said in her soft female voice "albeit that you have arrived late, your presence is most welcome yet."

  2. 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.

  1. Why students want to study abroad?

    "We think language proficiency is one of the best things that can come out of study abroad" (Rooney 2). As she mentions, studying abroad equals to learn foreign language. Naturally foreign students can learn another language. The more they improve their language skills, the more they can enjoy their lives and make many friends who are native speakers.

  2. Translation Studies

    Jackobson gives the example of the Russian word syr (a food made of fermented pressed curds) which translates roughly into English as cottage cheese. In this case, Jackobson claims, the translation is only an adequate interpretation of an alien code unit and equivalence is impossible.

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