Why English Teachers Assign Outdated Texts and Phrases
Outdated texts and phrases are not merely relics of the past; they form an integral part of the English language and its evolution over centuries. To truly understand why teachers assign these materials, it is crucial to explore the benefits they provide to students. The primary reason is to enhance understanding of the language's historical context, which is essential for a comprehensive grasp of its modern usage.
Understanding Historical Context
Just as history teachers expect students to understand past events to better predict and contextualize current and future events, English teachers assign outdated texts to bridge the gap between the present and the past. This practice helps students realize that the English language did not spring into existence the moment they started watching television. Instead, it has a rich history that dates back hundreds of years. Understanding these historical elements allows students to appreciate the depth and breadth of the language, including its magnificent literary expressions, political declarations, and even intimate and humorous content like contemporary media depictions.
Consider Shakespeare’s profound and complex language, which, despite its age, continues to resonate with modern audiences. Politicians also utilize similar language to communicate gravitas and significance. By engaging with such texts, students gain insights into why certain expressions are still relevant and how language shapes perception and communication over time.
Improving Language Fluency
Another key reason for assigning outdated texts is to improve students' language fluency. Students often learn the fundamentals of a language through contemporary materials, but to master it, they need to understand its broader scope, including older forms. Language is a dynamic entity that evolves over time, and understanding its historical context can significantly enhance a student's ability to communicate effectively.
One way to achieve this fluency is by exposing students to material that is slightly more challenging than their current proficiency level. Throwing them into a text that is too easy does not constitute effective learning. Instead, grappling with difficult texts and attempting to decode them improves reading skills and overall comprehension. This process is akin to building a muscle; with consistent effort and practice, students gradually improve their language skills.
The Importance of User Effort
Students are expected to take the initiative to understand unfamiliar expressions by looking them up in dictionaries or reference books. While the internet offers an abundant resource, the ability to use these tools effectively is an essential skill. Teachers encourage this behavior because it fosters a deeper understanding and retention of the material. Additionally, it instills a sense of responsibility and curiosity in students, driving them to explore and learn independently.
Many older texts, such as those by William Shakespeare, John Milton, or Henry Fielding, come with explanatory footnotes that guide readers through difficult passages. However, even with these aids, students should strive to grasp the core meanings of these texts with some guidance. For more recent authors like Jane Austen, the majority of dialect and linguistic nuances can be understood with minimal assistance, making these texts accessible to a broader range of students.
Conclusion
In summary, English teachers assign outdated texts and phrases for several crucial reasons, including enhancing historical understanding, promoting language fluency, and encouraging active learning. While these materials may seem challenging or unfamiliar, they play a vital role in providing students with a comprehensive understanding of the English language and its evolution. By embracing these texts, students not only improve their language skills but also gain valuable insights into the rich tapestry of the English language.