Pupils' Knowledge and Spoken Literary Response beyond Polite Meaningless Words: Studying Yeats's "Easter, 1916"

Autor/in	Gordon, John
Titel	Pupils' Knowledge and Spoken Literary Response beyond Polite Meaningless Words: Studying Yeats's "Easter, 1916"
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 58 (2016) 1, S.7-14 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.15730/forum.2016.58.1.7
Schlagwörter	Discussion (Teaching Technique); Classroom Techniques; Classroom Communication; Literary Devices; Literature Appreciation; English Literature; English Instruction; Communicative Competence (Languages); High School Students; Teaching Methods; Foreign Countries; Ireland; United Kingdom (England); United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Klassenführung; Klassengespräch; Literaturarbeit; Literarische Wertung; Englische literatur; English langauage lessons; Englischunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Irland
Abstract	This article presents research exploring the knowledge pupils bring to texts introduced to them for literary study, how they share knowledge through talk, and how it is elicited by the teacher in the course of an English lesson. It sets classroom discussion in a context where new examination requirements diminish the relevance of social, cultural and historical knowledge in literary response, while curricular detail asserts the capacity of literature to support the cultural, emotional, intellectual, social and spiritual development of young people. Transcripts of classroom discussion of "Easter, 1916" by W.B. Yeats show where and how pupils deploy their own knowledge in interpretive work, and subtle techniques used by the teacher to elicit knowledge sharing. The data suggests the fallacy of decontextualised analysis of literature, and the significance of shared knowledge in communal spoken literary response. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01