‘All the world’s a stage’ – Shakespeare in English Language Education: Topics – Tasks – Selected Texts

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

Edition: 1/2021
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
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1. 1 Introduction No access
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2. 2 The School Curriculum in Germany No access
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3. 3 Why Shakespeare? No access
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4. 4 Casting choices No access
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5. 5 The bastard Edmund in King Lear No access
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6. 6 Conclusion No access
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7. Bibliography No access
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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
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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
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2. 2 Analysis (TITLE) No access
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5. 5 Conclusion No access
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6. 6 Bibliography No access
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2. 2 Content Analysis No access
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4. 4 Teaching Activities No access
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5. 5 Conclusion No access
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6. 6 Bibliography No access
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1. 1 Introduction No access
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2. 2 Content analysis No access
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3. 3 Teaching the Manga adaption of A Midsummer Night’s Dream – chances and challenges No access
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4. 4 Teaching Activities No access
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5. 5 Conclusion No access
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6. 6 Bibliography No access
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