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2 results

Teaching English as a Second Language with Shakespeare

Teaching English as a Second Language with Shakespeare
  • Fabio Ciambella
  • Published online:
    15 May 2024
    Print publication:
    13 June 2024
  • Teaching pragmatics, that is, language in use, is one of the most difficult and consequently neglected tasks in many English as a Second Language classrooms. This Element aims to address a gap in the scholarly debate about Shakespeare and pedagogy, combining pragmatic considerations about how to approach Shakespeare's language today in ESL classes, and practical applications in the shape of ready-made lesson plans for both university and secondary school students. Its originality consists in both its structure and the methodology adopted. Three main sections cover different aspects of pragmatics: performative speech acts, discourse markers, and (im)politeness strategies. Each section is introduced by an overview of the topic and state of the art, then details are provided about how to approach Shakespeare's plays through a given pragmatic method. Finally, an example of an interactive, ready-made lesson plan is provided.

  • Chapter 8 - How do I implement effective teaching and learning?

  • from Part 2 - Understanding learning and understanding teaching
  • Heather Sharp, University of Newcastle, New South Wales, Sue Hudson, Southern Cross University, Australia, Noelene Weatherby-Fell, University of Wollongong, New South Wales, Jennifer Charteris, University of New England, Australia, Bernard Brown, University of Canberra, Jason Lodge, University of Queensland, Lisa McKay-Brown, University of Melbourne, Tracey Sempowicz, University of the Sunshine Coast, Queensland, Rachel Buchanan, University of Newcastle, New South Wales, Scott Imig, University of Newcastle, New South Wales, Peter Hudson, Southern Cross University, Australia, Michaela Vergano, University of Canberra, Michael Walsh, University of Canberra
  • Book:
    Introduction to Education
    Published online:
    13 February 2021
    Print publication:
    22 January 2021, pp 203-237

  • Summary

    This chapter expands on the principles of planning for teaching introduced in Chapter 7. Chapters 7 and 8 link together to interrogate what needs to be considered in planning for effective teaching and learning. Within this chapter, you will consider the processes and preparation undertaken by Hannah (a secondary pre-service teacher) and Matthew (a primary pre-service teacher) as they consider the learning needs of their students, select a suitable lesson plan template to guide their thinking, enact their lessons and reflect on practice. Hannah and Matthew are passionate and inspired pre-service teachers focused on making a commitment to challenge themselves and their learners to achieve success (Hattie, 2011). Factors related to effective teaching and learning, such as sound curriculum, knowing your students, selecting a range of teaching strategies, differentiation and embedding assessment to inform practice, are all considered within this chapter.