A critical investigation, using approaches from action research, into how far using multimodal approaches to teach Shakespeare can support differing levelsof cultural capital within a class
Beccy Talmy
(PGCE Secondary English, 2018-2019)
Email: beccy.talmy@gmail.com
Abstract
Secondary schools widely divide students into levels of ability for their English lessons. From the creation of the National Curriculum, teaching Shakespeare has been compulsory, and this has been re-emphasized as part of recent reforms. This small-scale research project investigated the role of cultural capital in determining students' apparent ability levels within English, and the potential of multimodal approaches to enhance and equalize the teaching of Shakespeare. Findings suggest that the distinction between high-attaining and low-attaining sets for English may be differing levels of cultural capital, and use of film, drama and graphic novel versions has the potential to increase student understanding, engagement and exam skill success in the study of Shakespeare.
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The full paper is available for download as a pdf file:237-268-talmyb
Citation: Talmy, B. (2020) 'A critical investigation, using approaches from action research, into how far using multimodal approaches to teach Shakespeare can support differing levelsof cultural capital within a class' Journal of Trainee Teacher Educational Research, Volume 11 pp.237-268 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])