ENGLISH LITERATURE
Candidates should be equipped with in-depth know-how of literature, language, and linguistics. Candidates should be trained well on how to organize their ideas in logical ways, research, write well, analyze and detailed and complex text, and critically observe and read. In doing so, candidates should also develop competency in classroom management, literature, lesson design, vocabulary, instructional delivery, grammar, prose, and methods of teaching writing that are research-based. While candidates are integrating knowledge on the discipline of English with techniques and teaching theories, emphasizing on gaining extensive field experience is vital. The candidates should know the non-print and print texts, classic texts, media texts, and contemporary texts that include young and adults that represent a wide range of various historical traditions, experiences from different genders, literature, social classes, and ethnicities. They will also be able to apply the literary theories in the critic and interpretation of various texts. (Christenbury,2006)
The use of performances and creative writing improves the lives of candidates with the pleasure of good self-expression and literature. I also prefer these strategies because they are more effective. They can be considered as the bridge that links the interest of the candidate to their best interests. I would argue that they are useful in learning more about literature since they can challenge readers to find the meaning of a text in traditional approaches such as read, write, and discuss. There exists a difference between the experience in describing the words of a speaker and trying to physicalize it. The approaches to the text should not be exclusive and should not be considered before others. Still, with regards to outcome in academics, if writing skills and critical reading is what we want to develop, then they should also not be seen as frivolous. Exploring these teaching approaches English makes me more convinced that using aspects of the 360-degree teaching literature more admirable. (Buckley,2011). Making candidates engage through performances (such as closest to reading), creative writing, and academic arguments such as articulating in powerful ways, a comparable reading finding is vital.
The approaches would give the students the to work with and access text at different levels. The sequence focuses on the level of sentences, other parts of the sentence, and verb. With regards to image, the description of sentence choices that makes the art require more vocabulary. With the new syntax, speech act, term agency, and sentence type, students will likely get a new gateway to significant literature and pleasure in academic discourse. Such know-how of sentence-level helps the candidates to understand and compose their explications and different academic reasonings about the text. When candidates use all that they have learned how to represent and construct the text meaning through informal descriptions and performances, students can perform recitations and closed readings. By using informal claims practiced in workshops, candidates can discover more academic claims in different explications. By using templates such as describing text to explore various explications available, candidates will have an opportunity to familiarize themselves with writing and recognize the language to be employed while describing the text. As a result, they can write and revise their explications using the describing text template to improve their academic language. The claim-making skills and analysis that candidates gain during practice with poetry prepare them to hold engagements and arguments about other forms of texts from essays to political or religious documents and work or arts. Regardless of the topic, the basis of a strong claim is a proper understanding of many perspectives. While pushing candidates forward to practices such as making rich claims, the 360-degree approach can be used to transition from poetry to different genres via a debate. The teachers can, therefore, be able to capitalize on the interest of students in thematic issues such as race, ethnicity, gender, equality, social justice, politics, animal rights, and war. Additionally, more research on any of the questions brings opportunities to extend more claims with the text from different genres representing various perspectives on such compelling issues. While practicing the aspects of writing the talk and talking the talk, students can be ready to form arguments from various genres while also meeting new challenges of learning the language and nuances of each genre or discipline.
Candidates can also use personal research, theoretical knowledge, and practicing English literature arts to develop coherent plan-based standards and proper learning experiences that utilize various texts across periods, authors, genres, different forms of media, forms, and instructional strategies that all candidates can access. Candidates can also design different authentic assessments such as informal and formal, summative and formative of literature that understand how candidates develop attributes that consider critical, evaluative, and interpretive abilities in speaking, viewing, reading, listening, presenting, and writing. The candidates will then knowledgeably design or select proper reading materials informed by instructions in the interest of students, processes of reading, and proficiencies. (Myers,2001).
Regarding planning and composition, the candidates should design assessments and plan instructions for the composition of text such as written, visual, and oral to improve learning for all candidates. They will then apply their knowledge research, theory, and practice to organize experiences that would require collaborative and individual approaches. This would help reflect and better understand strategies and processes in various genres for different audiences and purposes. They can also design other assessments for candidates who promote their development as a writer, consistent with current theory and research and those necessary to the task of writing. They will then be able to respond to the processes of writing and finish texts in a manner that improves student ideas and growth. They can further design instructions linked to the strategic use of conventions of language such as usage, mechanics, and grammar in candidates targeting different modalities, purposes, and audiences. The design instructions should incorporate the community and home language of the candidate to allow skillful control over their choices and practices for various purposes and audiences.
In the implementation of the instructions, candidates must plan, assess, reflect and implement researched instructions that improve motivation, build sustainable learning of literature, respond to various context-based needs of students, and promote active student engagement. They should then plan and implement the instructions as per the requirements of ELA circular and school or community contexts and knowledge of the cultural and linguistic background of students. While the candidates use data about their individual differences, funds of knowledge, and identities, they can actively participate in individual learning in ELA. They can also be able to differentiate instructions based on their own assessment as well as informal and formal assessments related to the learning of English language art. Therefore, the candidates will communicate with their fellows about individual performances in a manner that will actively involve their personal learning. They can create, use, or select various teaching recourses and instructional strategies that include digital media and contemporary technologies consistent with the ELA. (Smagorinsky,2007).
To this end, candidates will be ready to interact with their families, colleagues, and fellow students in consideration of the institutional roles, social needs as well as collaborative roles in learning literature and to grow as professional educators. Candidates will be able to create ethical and model practices in English language arts that help in engaging and teaching on various experiences relating to ELA. Candidates will also be able to reflect and engage various experiences relating to ELA that bring morale and understanding for cooperation, community engagement, leadership skills, growth, and development. The ethical practices, as well as the literate candidate model used in teaching English language arts, helps to engage in various experiences linked to ELA. The experiences would demonstrate readiness and awareness of leadership, professional development, collaboration, and community engagement. (Spandel,2012).
References
Buckley, E. M. (2011). Three hundred sixty degrees of text: Using poetry to teach close reading and powerful writing. National Council of Teachers of English.
Christenbury, L. (2006). Making the journey: Being and becoming a teacher of English language arts. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912.
Myers, J. (2001). Inquiry-based English instruction: Engaging students in life and literature (Vol. 55). Teachers College Press.
Smagorinsky, P. (2007). Teaching English by design: How to create and carry out instructional units. Heinemann.
Spandel, V. (2012). Creating writers: 6 traits, process, workshop, and literature. Pearson Higher