Pre‐twentieth century literature in the Year 9 classroom: student responses to different teaching approaches
Authors
Wood, Audrey B.Affiliation
University of HuddersfieldIssue Date
2017-10-30Subjects
secondary English teachers
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This article arises from an action research investigation that sought to understand the ways in which different approaches to teaching pre-twentieth century literature in Year 9 English lessons might influence students’ experiences of texts. It examines the proposition that some students need to have a secure understanding of the text before they can benefit from more creative approaches which require them to undertake independent and personal responses. Although creative methods of teaching are often posited as being superior to more teacher-led approaches, student responses suggest that requiring them to participate in creative activities as a means of exploring an unfamiliar text without first ensuring they have a solid understanding of the overarching narrative and a good grasp of unknown language can lead to resistance and disengagement. In this case study, some students benefited from and appreciated a structured approach that included more ‘traditional’ methods of teaching pre-twentieth century literature, which they said helped them to learn more effectively.Citation
Wood AB (2017) 'Pre‐twentieth century literature in the Year 9 classroom: student responses to different teaching approaches', English in Education, 51 (3), pp.308-326.Publisher
Taylor & FrancisJournal
English in EducationAdditional Links
https://www.tandfonline.com/doi/abs/10.1080/04250494.2017.11964032Type
ArticleLanguage
enISSN
0425-0494ae974a485f413a2113503eed53cd6c53
10.1080/04250494.2017.11964032
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