‘All the world’s a stage’ – Shakespeare in English Language Education

Daniel Schönbauer MEd

doi:10.5771/9783828873520

Summary

If asked about which writer they associate with Anglophone literature, most students might come up with William Shakespeare, who has also become an integral part of British cultural identity. As a matter of fact, his works keep delighting audiences worldwide. However, EFL learners might struggle with the complexity and ambiguity of his plays and poetry. This anthology provides perspectives of how to read and teach Shakespeare. Thereby, it focusses on a variety of texts worth implementing in teaching units. The articles take the perspective of literary and cultural studies as base and aim at interconnecting it to major con-cepts and theories of teaching literature and culture and provides ideas of how to actively teach Shakespeare in class. With contributions byAlina Dresen, Julia Falter, Jessie-May Franken, Sophie Gnech, Svenja Harzem, Michelle Hausschild, Christina Kattwinkel, Ruth Kühsel, Dr. Imke Lichterfeld, Milena Niesen, Rahel Ovesiek, Daniel Schönbauer, Alina Tary, Sofia Ullah, Daniel Voges und Bernadette von Tongelen.

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Bibliographic data

Copyright year: 2021
ISBN-Print: 978-3-8288-4371-4
ISBN-Online: 978-3-8288-7352-0
Publisher: Tectum, Baden-Baden
Language: English
Pages: 190
Product type: Edited Book

Titelei/Inhaltsverzeichnis No access Pages 1 - 9
Introduction: ‘All the world’s a stage’ – Shakespeare in English Language Education No access Pages 10 - 11 Daniel Schönbauer
Imke Lichterfeld
1. 1 Introduction No access Imke Lichterfeld
2. 2 The School Curriculum in Germany No access Imke Lichterfeld
3. 3 Why Shakespeare? No access Imke Lichterfeld
4. 4 Casting choices No access Imke Lichterfeld
5. 5 The bastard Edmund in King Lear No access Imke Lichterfeld
6. 6 Conclusion No access Imke Lichterfeld
7. Bibliography No access Imke Lichterfeld
1. 1. 1 Introduction No access
  2. 2 Sonnet 20 – A Gender Riddle No access
  3. 1. 3.1 Chances No access
    2. 3.2 Challenges No access
    3. 3.3 Suitability No access
  4. 1. 4.1 Pre-Reading Activity No access
    2. 4.2 While-Reading Activity No access
    3. 4.3 Post-Reading Activity No access
  5. 5 Conclusion No access
  6. Bibliography No access
2. 1. 1 Introduction No access
  2. 2 Two Loves I Have – Reading and Teaching Sonnet 144 No access
  3. 1. 3.1 Chances No access
    2. 3.2 Challenges No access
    3. 3.3 Suitability No access
  4. 1. 4.1 Pre-Reading Activity No access
    2. 4.2 While-Reading Activity No access
    3. 4.3 Post-Reading Activity No access
  5. 5 Conclusion No access
  6. Bibliography No access
1. 1. 1 Introduction No access
  2. 2 Concepts in Much Ado About Nothing – An Analysis No access
  3. 1. 3.1 Chances No access
    2. 3.2 Challenges No access
    3. 3.3 Suitability No access
  4. 1. 4.1 Pre-Reading Activity No access
    2. 4.2 While-Reading Activity No access
    3. 4.3 Post-Reading Activity No access
  5. 5 Conclusion No access
  6. Bibliography No access
2. 1. 1 Introduction No access
  2. 2 Kenneth Branagh’s Hamlet: Content Analysis No access
  3. 1. 3.1 Chances No access
    2. 3.2 Challenges No access
  4. 1. 4.1 Pre-Viewing Activity No access
    2. 4.2 While-Viewing Activity No access
    3. 4.3 Post-Viewing Activity No access
  5. 5 Conclusion: To teach or not to teach – that is the question No access
  6. 6 Bibliography No access
3. 1. 1 Introduction No access
  2. 1. 2.1 A tragedy of character: Evil and choice in Macbeth No access
    2. 2.2 Supernatural forces No access
    3. 2.3 Gender representations No access
  3. 3 Shakespeare’s Macbeth in Foreign Language Education No access
  4. 4 Teaching Activities No access
  5. 5 Conclusion No access
  6. Bibliography No access
4. 1. 1 Introduction No access
  2. 1. 2.1 “The island’s mine which thou takest from me”: a postcolonial reading of the play No access
    2. 2.2 “Obey and be attentive”: the role of women in the play No access
  3. 1. 3.1 Chances No access
    2. 3.2 Challenges No access
  4. 1. 4.1 Pre-Reading Activity No access
    2. 4.2 While-Reading Activity No access
    3. 4.3 Post-Reading Activity No access
  5. 5 Conclusion No access
  6. Bibliography No access
Part C: To adapt or not to adapt Shakespeare? – Focus on Adaptations No access Pages 143 - 143
Michelle Hausschild
1. 1 Introduction No access Michelle Hausschild
2. 2 Analysis (TITLE) No access Michelle Hausschild
3. Michelle Hausschild
  1. 3.1 Chances No access Michelle Hausschild
  2. 3.2 Challenges No access Michelle Hausschild
4. Michelle Hausschild
  1. 4.1 Pre-Viewing Activity No access Michelle Hausschild
  2. 4.2 While-Viewing Activity No access Michelle Hausschild
  3. 4.3 Post-Viewing Activity No access Michelle Hausschild
5. 5 Conclusion No access Michelle Hausschild
6. 6 Bibliography No access Michelle Hausschild
Jessie-May Franken
1. 1 Introduction No access Jessie-May Franken
2. 2 Content Analysis No access Jessie-May Franken
3. Jessie-May Franken
  1. 3.1 Chances No access Jessie-May Franken
  2. 3.2 Challenges No access Jessie-May Franken
4. 4 Teaching Activities No access Jessie-May Franken
5. 5 Conclusion No access Jessie-May Franken
6. 6 Bibliography No access Jessie-May Franken
Daniel Voges, Rahel Ovesiek
1. 1 Introduction No access Daniel Voges, Rahel Ovesiek
2. 2 Content analysis No access Daniel Voges, Rahel Ovesiek
3. 3 Teaching the Manga adaption of A Midsummer Night’s Dream – chances and challenges No access Daniel Voges, Rahel Ovesiek
4. 4 Teaching Activities No access Daniel Voges, Rahel Ovesiek
5. 5 Conclusion No access Daniel Voges, Rahel Ovesiek
6. 6 Bibliography No access Daniel Voges, Rahel Ovesiek