Being Ethnically Fluid in Post-Brexit Britain: How Teaching English Literature in England Made Me Want – Momentarily – to Return to Russia and Join Putin’s Party

2018 ◽  
Vol 25 (1) ◽  
pp. 107-112
Author(s):  
Darya Protopopova
Keyword(s):  
English Literature ◽  
Teaching English

Masterly Maxims

PMLA ◽  
2014 ◽  
Vol 129 (3) ◽  
pp. 491-497
Author(s):  
Mieke Bal
Keyword(s):  
Postcolonial Theory ◽  
Social Issues ◽  
English Literature ◽  
Philosophical Tradition ◽  
Literary Studies ◽  
Teaching English ◽  
Deep Knowledge ◽  
Philosophical Background ◽  
Philosophical Texts ◽  
Gayatri Chakravorty Spivak

Unlike most others teaching (English) literature, Gayatri Chakravorty Spivak is intimately knowledgeable about philosophy, especially German. Her deep knowledge of Kant, Marx, and Gramsci is a red thread running through her many books. And, given her interest in what we call less and less happily “postcolonial” theory (the hesitation coming from an awareness of the problematic meaning of the prefix post-), her discussions of such canonical and inexhaustible philosophical texts never lose sight of the sociopolitical implications of the ideas gleaned from the encounter. Thus, she brings a philosophical tradition to bear on contemporary social issues of a keen actuality. This solid philosophical background does not make her texts always easy to read for literary and other cultural scholars eager to get ideas—preferably quickly—about “how to do” postcolonial literary studies. Spivak's work is as challenging to read, understand, and absorb as it is important in content.

scholarly journals Effect of Teaching English Literature on EFL Learners' Output

2017 ◽  
Vol 1 (9) ◽  
Author(s):  
Abdelraziq A bdelghani Mahil Ibrahim
Keyword(s):  
English Language ◽  
English Literature ◽  
English Teachers ◽  
Empirical Method ◽  
Teaching English ◽  
Efl Learners ◽  
Study Participants ◽  
Academic Year

This study aimed at investigating the effect of teaching English Literature on the EFL Learners' output. This study adopted a quasi-empirical method. The sample of the study consisted of (100) English teachers. The population of the study was all English teachers in Khartoum locality in the first period in the academic year 2017 / 2018. A questionnaire was constructed to the teachers to collect data. The study used the SPSS program to analyze the data. The results revealed statistically significant differences in students 'output because the study participants strongly agreed to (14) items in the questionnaire, which their  average ranged from (4.20 to 5.00) and that means that teaching English Literature is essential and necessary for EFL Learners because its effects on their output in English language. In the light of the study findings the researcher recommended that Curricula designers, educators, and experts should adopt literature-based syllabuses or include at least literature in the syllabuses.

Shakespeare for the Gifted

2000 ◽  
Vol 14 (3) ◽  
pp. 247-253
Author(s):  
Colin Butler
Keyword(s):  
English Literature ◽  
Female Characters ◽  
Teaching English ◽  
Twelfth Night ◽  
Advanced Level ◽  
Male And Female ◽  
Midsummer Night's Dream ◽  
Much Ado About Nothing ◽  
A Midsummer Night's Dream ◽  
Relative Status

This article describes a multi-part approach to Shakespeare's playwriting, including his conception of comedy, his method of characterisation, aspects of staging, and the relative status of male and female characters. It can accommodate all types of Shakespearean play. A Midsummer Night's Dream is treated as seminal. Other plays discussed include Much Ado About Nothing, The Merry Wives of Windsor, Othello and Twelfth Night. The approach is cumulative in effect and derives from teaching English 17–18 year olds working on the coursework unit of their Advanced Level English Literature certificate. Its unitised structure suits college and classroom workshops. It can be modified for younger students.

English Literature Overseas: A Report on a British Conference

PMLA ◽  
1963 ◽  
Vol 78 (4-Part2) ◽  
pp. 26-29 ◽  
Author(s):  
John Ashmead
Keyword(s):  
English Literature ◽  
Deputy Director ◽  
Director General ◽  
Teaching English ◽  
British Council ◽  
King's College ◽  
Deputy Director General

The British Council conference on the teaching of English Literature overseas was held at King's College, Cambridge, England, 16–18 July 1962. As K. R. Johnstone, Deputy Director-General of the British Council, pointed out, this was the first conference on teaching English Literature overseas, though such teaching has been in progress for over a century. More than seventy-five participants came from twenty-five different countries, and had taught in many more. The discussions of the conference were taped and will be published in a 60,000 word book by the firm of Methuen.

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