Teaching Shakespeare: Strategies for Supporting Multilingual Learners

Teaching Shakespeare can pose a challenge, especially when confronted with the complex language and cultural nuances that may alienate multilingual learners. As an educator, navigating the realm of Hamlet with a classroom full of 11th-grade students, many of whom were English learners, presented a daunting task. The standard test on left my multilingual learners confused, and I quickly realized the traditional methods weren’t working. They lost interest and got distracted, often turning to their phones instead of engaging with the material.

Recognizing the need for a creative approach to Shakespearean assessments in a multilingual classroom, I attempted to infuse relevance and a multicultural tone into the curriculum. One strategy involved leveraging students' cultural backgrounds by initiating a discussion centered around a picture of Shakespeare himself. Encouraging students to explore how Shakespeare's stories might manifest in their own cultural contexts, I tasked them with finding songs, movies, or other forms of media that are relatable to them and that could narrate a tale inspired by the iconic playwright. This interactive exercise not only piqued their interest but also empowered them to connect Shakespeare's works with their own lived experiences and cultural references. In doing so, I aimed to bridge the gap between Shakespeare's language and the contemporary realities of my diverse classroom.

To further foster engagement and comprehension, I devised three key approaches to immerse students in the world of Shakespeare using the exam and resources from Savvas:

1. Brainstorm

I had my students use the Hamlet reading guide and exam from myPerspectives, encouraging them to summarize the directions and questions in their own words or in their native languages using translation tools like Google Translate. By using translation tools, students can effectively navigate the language barriers and ensure that they comprehend the test instructions and questions accurately. This approach not only promotes language development but also encourages the development of problem-solving skills with students. By letting them take notes on the test beforehand and encouraging independent research, I wanted to help them feel more confident and take control of their learning.

Examples: I showed them the English version of the myPerspectives Hamlet test before it was to be administered and allowed them to jot down notes of what each question was about and allowed them to research their answers before the test was to be given. I encouraged students to utilize various resources, including textbooks, online research tools, and peer discussions, to delve deeper into the nuances of the text and formulate well-informed responses.

2. Translation and Alternative Assessments

Recognizing the different needs and language skills in the classroom is crucial. Offering various assessment formats, like projects, portfolios, and presentations, allows students to show their understanding in ways that suit them best. For example, I provided translations of the test in students’ native languages using Google Translate. Making these translated tests available in print or on digital platforms like Chromebooks ensured that all students could engage with the material, regardless of their language proficiency. By making the translated test accessible through handouts or digital platforms like Chromebooks, educators empower MLLs (multilingual learners) to engage with the material effectively and showcase their understanding without the added challenge of language proficiency hindering their performance. This approach not only promotes inclusivity but also fosters a supportive learning environment where all students can thrive and succeed. This also allows multilingual learners to showcase their understanding through practical applications and real-world contexts. Translating assessments into the native languages of MLLs aids in minimizing language barriers and ensures that the assessments measure their actual knowledge rather than their language proficiency.

Example: If the test was on provide them with the test in their home language using the Google translation website. By uploading the test to the website, it will translate the test into in the student’s home language. If your classroom utilizes Google Classroom or similar platforms, make the translated test accessible to students by printing handouts or distributing them digitally via Chromebooks.

3. Collaborative Assessments

Group or pair work can be a great way to support multilingual learners. Working together allows students to draw on each other’s strengths, practice their language skills, and learn from their peers. On test day, I paired students together so they could work on the test as a team. This not only promoted learning but also built a sense of community and support within the classroom.

Additionally, group assessments encourage MLLs (multilingual learners) to actively participate in the learning process, promoting language development through authentic and honest communication and collaboration. In group settings, MLLs can practice verbalizing their thoughts, negotiating meaning, and articulating ideas with their peers, which can enhance their language proficiency and confidence. Additionally, working in pairs or groups allows MLLs to learn from each other's language skills and cultural perspectives, enriching their understanding of the subject matter and promoting cross-cultural competence.

Example: On exam day, pair students in groups or pairs and have them work on the test together. Pairing MLLs with English-speaking students promotes peer learning and mutual support, as students can exchange ideas, clarify concepts, and collaborate on problem-solving strategies. English-speaking students can provide language assistance and clarification when needed, while MLLs can contribute their unique perspectives and insights to the group discussions. This collaborative approach not only enhances MLLs language skills but also promotes intercultural understanding and collaboration among diverse student populations.

Conclusion:

Teaching Shakespeare to a diverse group of students, especially those who are multilingual, can be challenging. Traditional approaches to assessing Shakespeare fail to engage multilingual learners, and the language barrier often leads to frustration and disengagement. To ensure that all learners are able to access these complex texts, teachers need to take creative approaches to learning and assessment. By making Shakespeare’s work relevant to students’ cultures, providing translations, and encouraging collaboration, we can help all students bridge the gap between their home language and Shakespearean language, effectively empowering students and building greater confidence in both their language and content proficiencies.

Learn more about our myPerspectives ELA program, a powerful, next-generation literacy program for grades 6-12 that places students at the center of learning and gives teachers the right tools and resources, research-based guidance, and autonomy to do what they do best to support each unique learner.

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