Poetry often exists as a neglected form within high school English Language Arts classrooms. Whether taught with trepidation or avoided with anxiety, few teachers feel adequately equipped to teach the reading and writing of poetry. This may feel obvious in an era fixed on quantification of one variety or another. How could poetry—that, allegedly, most luxurious of linguistic forms—flourish in the STEM-nutrient-rich soil of contemporary educational priorities? By first charting the historical precedent for today’s poetry pedagogy, then considering why teachers bother to incorporate the form, and, finally, framing the classroom as a site for communal practice and formation, this dissertation works to build a robust sense of poetry’s educational possibilities for student and teacher alike. Relying on qualitative interview conversations with three public high school English Language Arts teachers who lead poetry-rich classrooms, I draw from the fields of English education, practice theory, educational philosophy, and ritual studies to offer a rehabilitated, prismatic conception of the teaching of poetry. Further, this dissertation argues for a definition of poetry teaching as a particular practice that embodies a character of community, quality of inhabitance, and concern with meaning in ways essential for our contemporary educational moment.

No description available.

Thesis (MA) -- Stellenbosch University, 1985. / No abstract available

Thesis (MA)--Stellenbosch University, 2015

Thesis (MEd) -- Stellenbosch University, 1991. / ENGLISH ABSTRACT: This study aims at contributing towards the improvement of teaching, in secondary schools, of written composition and literature in Afrikaans as a first language. · For this purpose, an outline of the relevant literature is presented. It is evident that the teaching of Afrikaans is not entirely sound. As simple solution does not exist; however, this study is an attempt to improve the present situation by focussing on integrated teaching and on the implementation of the media. Technological development puts the media within reach of more people each day. Pupils spend a great deal of time watching television, films and videos; or listening to the radio, records and cassettes. They read newspapers and magazines. This study maintains that the media should therefore be utilized to advance the teaching of Afrikaans, as all communicative skills will then improve in particular reading and writing. An integrative approach to teaching is widely recognised as the ideal. Neuropsychological research has shown that the human brain functions optimally when teaching is integrated. Ideally, in regard to the teaching of a language, composition writing and literature study should merge. The current South African curriculum does not as yet place enough emphasis on this aspect. This study concludes that there is a need for integrated teaching to be introduced into the curriculum for Afrikaans as first language. A second conclusion is that the media, which can serve as device for blending written composition and literature teaching, is not yet exploited effectively. Pupils display an ardent interest in the media and it follows that the media should be used intentionally and as a prominent component of the teaching programme. An integrated teaching programme, which focusses on the media, is proposed in this study. Practical suggestions are made in this regard, proving that the media can serve as crucial point of integration for the teaching of written composition and literature. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om deur 'n oorsig van die relevante literatuur 'n bydrae te lewer tot die onderrig van stelwerk en letterkunde in Afrikaans as Eerste Taal in die senior sekondere skoolfase. Dit is duidelik dat alles nie wel is met die onderrig van Afrikaans nie. 'n Enkelvoudige oplossing is nie moontlik nie, maar hierdie studie wil probeer om die betreklik negatiewe beeld wat bestaan, te verbeter. Die invalshoek wat gekies is, is die van mediagerigtheid. Die patr.oon wat gevolg is, is 'n ge1ntegreerde onderrigbenadering. Tegnologiese ontwikkeling plaas die media binne al meer mense se bereik en dit is 'n werklikheid dat leerlinge baie tyd aan televisie, rolprente, radio, musiekvideo's, liedjies, koerante en tydskrifte bestee. In hierdie studie is van die standpunt ui tgegaan dat hierdie tendens tot voordeel van Afrikaans aangewend moet word om die media te benut ten einde leerlinge se lees- e~ skryfvaardighede en dus oak hulle kommunikatiewe vaardighede te ontwikkel. 'n Ge1ntegreerde onderrigbenadering word allerwee as die ideaal erken. Neuropsigologiese navorsing het getoon dat die menslike brein optimaal funksioneer wanneer onderrig ge1ntegreerd aangebied word. Wat die komponente van taalonderrig betref, is die ideaal dat die stelwerk en "letterkunde ten nouste ge1ntegreer behoort te word. Die huidige situasie in Suid-Afrika vertoon egter nog leemtes, want binne die bestaande kurrikulum kom ge1ntegreerde onderrig nog nie tot sy reg nie. Die studie kom dan tot die eerste gevolgtrekking dat daar wel 'n behoefte bestaan aan ge1ntegreerde onderrig in die kurrikulum vir Afrikaans Eerste Taal. 'n Tweede belangrike gevolgtrekking is dat die media as ontmoetingspunt van stelwerk en letterkunde nie genoegsaam ontgin word nie. Aangesien leerlinge so 'n intense belangstelling toon in die media, is dit net logies dat die media grater prominensie verkry binne die huidige kurrikulum deur die bewustelike inskakeling van hierdie media in die onderrigprogram. Aan die hand van praktiese voorstelle en wenke is in hierdie studie 'n ge1ntegreerde onderrigprogram vir stelwerk en letterkunde met as fokuspunt die media, voorgestel. Op die wyse is bewys gelewer dat die media wel as integrasiepunt van stelwerk en letterkunde kan dien.

The problem was to develop a concept of teaching English for the adult (24 years old or older) undergraduate. The purposes were to make a statement on teaching the adult, survey adults for their perceptions of their needs and the ways the courses met them, review findings of schools offering special adult degree programs, and develop a typology of the adult undergraduate in English with teaching implications. Chapter I states the problem, purposes, significance, and limitations of the study. Chapter II develops the historical background. Chapter III covers the survey and its implications. Chapter IV presents teachers' views of teaching English for adults. Chapter V summarizes the study and sets forth a conceptual structure for teaching the adult undergraduate in such courses.

Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Thesis (M. A. (Language Education)) -- University of Limpopo, 2017 / This study investigates the methods of teaching poetry to English First Additional (EFAL) secondary school learners in the Shiluvane Circuit, in order to establish whether their teaching and learning methods equip them as second or additional language poetry teachers at secondary school level. Although English plays a significant role as a language of instruction at the secondary level in South Africa, underperformance at secondary school examinations has generated a continuous debate with many suggesting that the standards of English language competence has declined. Also the role of teachers is usually questioned whenever issues of learners’ performance are raised. The study focuses on the methods of teaching that English first additional language teachers use in poetry to instil the passion for the genre. This study was conducted in rural secondary schools. Forty learners from grade ten classes and their teachers participated. The study used qualitative approaches for gathering information through lesson observations, learners’ focus group interviews and teacher interviews at four secondary schools to evaluate the application of English poetry teaching. A case study design was used using 4 schools. This study is informed by Lev Vygotsky’s constructivist or socio-cultural theory (1978). Literature consulted points to the fact that the Shiluvane Circuit secondary teachers seem to avoid teaching poetry. This reveals that only four out of eleven secondary schools exposed their learners to poetry during their EFAL lessons. The findings also revealed that most respondents lacked interest in English poetry. Instead the learner interacting through cooperative or collaborative group work they competed against each other and believe in witchcraft should they share their learning experiences with fellow learners. The study recommended the use of different methods, such as cooperative learning, to teach poetry. Culturally relevant poems also add to the interest of the learners.

U.B.C. as well as many secondary schools in Vancouver have invested in the potential of technology. Research reveals, however, that even when there is sufficient access, far too many English teachers are not effectively using technology as a learning &/ or teaching resource. Perhaps this is because they are not equipped with the necessary skills to effectively use technology in the classroom. This three month study explores how three English teachers at an urban secondary school in Vancouver are presently experiencing the use of technology in their classrooms. Qualitative methods were used to generate, analyze and report data. Data collection included formal and informal discussions, interviews, extensive field notes and the observation of classes. This study discloses the factors which have most significantly facilitated and inhibited the implementation of technology in these teachers' teaching contexts. This research also provides an account of these teachers' perspectives of how the B.Ed, program at U.B.C. can equip pre-service teachers for the challenges and potential of integrating technology into secondary English classrooms.

This study examines the relationships between intercultural theory, German Studies (in South Africa) and post-war migration literature written in Germany. Migration literature as intercultural literature, and German Studies adopting an intercultural philosophy are thus associated by an intercultural aspect that also links both to a global network of intercultural relations. The study places emphasis on relationships rather than areas of research. This means that areas of research are looked at in terms of how they relate to other areas of research and other contexts. The underlying idea is that intercultural understanding can be taught at an academic level as an avenue towards building intercultural competence. At the same time, theories of an intercultural understanding should be informed by experiences that helped build intercultural competence. / Thesis (Ph.D.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.