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Pre-twentieth century literature in the Year 9 classroom: student responses to different teaching approaches

*Corresponding author for this work
  • University of Huddersfield
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

This article arises from an action research investigation that sought to understand the ways in which different approaches to teaching pre-twentieth century literature in Year 9 English lessons might influence students’ experiences of texts. It examines the proposition that some students need to have a secure understanding of the text before they can benefit from more creative approaches which require them to undertake independent and personal responses. Although creative methods of teaching are often posited as being superior to more teacher-led approaches, student responses suggest that requiring them to participate in creative activities as a means of exploring an unfamiliar text without first ensuring they have a solid understanding of the overarching narrative and a good grasp of unknown language can lead to resistance and disengagement. In this case study, some students benefited from and appreciated a structured approach that included more ‘traditional’ methods of teaching pre-twentieth century literature, which they said helped them to learn more effectively.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 308-326 (19 pages)

Journal (Volume, Issue Number)

English in Education (Volume 51, Issue 3)

Publication milestones

  • Published - 30/10/2017

Publication status

Published - 30/10/2017

ISSN

0425-0494

Publication IDs

  • handle.net: 10547/624815
  • Scopus: 85136425076
  • Scopus: 85032580703

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