ERIC Number: EJ1089963
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 6
Pupils' Knowledge and Spoken Literary Response beyond Polite Meaningless Words: Studying Yeats's "Easter, 1916"
FORUM: for promoting 3-19 comprehensive education, v58 n1 p7-14 2016
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Ireland; United Kingdom (England); United Kingdom (Northern Ireland)