Teaching British Literature - Research Paper Example

needs effective plans for teaching because these are written in the most formalist manner. This paper aims to discuss complications or the weaknesses involved in teaching British literature and the factors which continues to add lowered competencies rate. Also, the discussion will be followed by the analysis of the plan used for teaching British Literature. Competency of Teaching British Literature: British literature is a vital field that enables students from different countries learning in Britain.

Also, British literature is being taught in many countries in the world where British literature is considered as a foreign literature. This makes it difficult for the teachers to teach them without research. Many teachers have pointed out the fact that the material which is already available in most of the countries lack effective teaching-learning methods making it impossible for the teachers to reach the competency levels for British Literature. British literature has been one complex field of teaching for most of the academic grading improvement planners because of the complex way of writing and the English language which is considered as a foreigner language for students aiming to clear academics abroad.

As per research, it has been noted that the ESL teachers must make use of speaking, listening, watching, reading and writing as the main approach to teach British literature. . The fact that needs to be noted is that the material which were used to increase better understanding of the literature were all translation based (Dettmar, Damrosch, & Baswell, 2006). As discussed above, British Literature is a complex field of interest because of the in-depth and profound manner of author’s writing.

The curriculum for the improvement plan includes Norton book which included translated version of the Shakespearean text such as Othello. The book also includes short stories and great novel excerpts from Charles Dickens. Not only the famous texts have been used in the book but other genres such as humor and drama from British literature are also in the book (Beach, Appleman, Hynds, & Wilhelm, 2010). In order to follow the plan of reading different novels, a simultaneous reading exercise was also done.

This exercise was to open links from the internet and check pre-translated texts as to show the students the difference between the older text and the newer form of texts that allows better understanding. Another important step that was taken to follow the plan was to undertake exercise of writing short stories following the writing stylistics of the authors in British literature (Kastan, 2006). Outcomes of the Plans: The outcomes of the efforts that were made to follow the competency plan included simultaneous research which is one of the important features of the module.

Research is very important these days to stay connected with the transition in the literature. Also, the need of understanding the text written by the authors is also significant for students to understand. Teachers, who have been involved in using course material which only included translation failed the competency