'Suddenly, I Am Part of the Poem': Texts as Worlds, Reader-Response and Grammar in Teaching Poetry

Autor/in	Cushing, Ian
Titel	'Suddenly, I Am Part of the Poem': Texts as Worlds, Reader-Response and Grammar in Teaching Poetry
Quelle	In: English in Education, 52 (2018) 1, S.7-19 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2018.1414398
Schlagwörter	Reader Response; Poetry; Teaching Methods; Grammar; English Instruction; Concept Formation; Reading Processes; Metacognition; Case Studies; Foreign Countries; English Teachers; Pedagogical Content Knowledge; Secondary School Students; Classroom Communication; United Kingdom (Sheffield) + Suchen Sie Ihr Suchwort? Leserbrief; Lyrik; Poesie; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; English langauage lessons; Englischunterricht; Concept learning; Begriffsbildung; Leseprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Ausland; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Sekundarschüler; Klassengespräch
Abstract	This article draws on research into using reader-response theory as a way of thinking about teaching grammar and poetry in the English classroom. Framing my discussion around world-based models of reader-response such as Transactional Theory (Rosenblatt 1938, 1978) and Text World Theory (Gavins 2007; Werth 1999), I argue that this approach is useful in that it foregrounds the creative nature of reading whilst providing a systematic way of analysing language. I analyse data from a series of Key Stage 3 poetry lessons, showing how world-based approaches provide a "concept-driven pedagogical tool" for the teaching of grammar, giving KS3 students the opportunity to build and develop on KS2 grammatical knowledge. I also show how this approach helped to produce authentic responses to literature and generated meta-reflective discussions on the reading process. I argue that this approach offers an intuitive, accessible and contextualised method for exploring how language and grammar work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01