Full Description
Teaching pragmatics, that is, language in use, is one of the most difficult and consequently neglected tasks in many English as a Second Language classrooms. This Element aims to address a gap in the scholarly debate about Shakespeare and pedagogy, combining pragmatic considerations about how to approach Shakespeare's language today in ESL classes, and practical applications in the shape of ready-made lesson plans for both university and secondary school students. Its originality consists in both its structure and the methodology adopted. Three main sections cover different aspects of pragmatics: performative speech acts, discourse markers, and (im)politeness strategies. Each section is introduced by an overview of the topic and state of the art, then details are provided about how to approach Shakespeare's plays through a given pragmatic method. Finally, an example of an interactive, ready-made lesson plan is provided.
Contents
Introduction: teaching Shakespeare in language education: an example of content-based instruction?; 1. Shakespearean performative speech acts: the case of Richard III; 2. Teaching Shakespearean discourse markers with Romeo and Juliet; 3. (Im)polite Shakespeare in the taming of the shrew; Conclusion: a preliminary experiment with Shakespeare as CBLT in the ESL classroom; Glossary; References.
