Why Shakespeare Might Be Holding Our Students Back (And What We Should Teach Instead)
Walk into practically any high school English classroom diving into Shakespeare, and you’ll likely see it: the subtle glaze over students’ eyes, the furrowed brows struggling over archaic syntax, the quiet groan at the mention of “iambic pentameter.” For generations, the Bard has been the undisputed cornerstone of English literature curricula. But the persistent question echoes: Do we really need to stop being taught Shakespearean texts and language? Is this centuries-old tradition genuinely serving the needs and interests of 21st-century learners? The argument for moving beyond compulsory Shakespeare study is gaining traction, rooted in accessibility, relevance, and the sheer breadth of incredible literature waiting for its moment.
The most immediate hurdle is the language barrier. Shakespeare didn’t write in “Old English,” but Early Modern English from over 400 years ago is profoundly different from the English spoken today. Words have vanished or shifted meaning drastically (“wherefore” means why, not where; “nice” meant foolish). Sentence structures are complex, inversions are common, and the poetic devices – while brilliant – add another layer of deciphering difficulty. For many students, especially those for whom English isn’t a first language or who struggle with reading comprehension, tackling Shakespeare becomes an exercise in frustrating translation, obscuring any potential beauty or meaning beneath a thicket of unfamiliar words and convoluted phrasing. As one high school teacher confided, “I spend more time explaining what a single line means than discussing its thematic significance. The language itself becomes the barrier to the literature.”
This intense focus on decoding the language often comes at the expense of deeper literary engagement. Instead of vibrant discussions about universal themes, character motivations, or societal critiques, class time is consumed by vocabulary lists and grammar lessons specific to Elizabethan English. The potential richness of exploring jealousy in Othello, ambition in Macbeth, or young love in Romeo and Juliet gets buried under the struggle to understand what is literally being said. Students often end up relying heavily on simplified summaries, No Fear Shakespeare translations, or film adaptations just to grasp the plot, bypassing the original text entirely. The initial goal of appreciating great literature becomes lost in the linguistic weeds. A student survey at a large urban high school revealed that over 70% felt they “didn’t really read” Shakespeare; they just “figured out what happened.”
Beyond accessibility, the question of relevance and representation looms large. While Shakespeare undeniably explored timeless human experiences, his worldview was inherently shaped by 16th/17th-century England – its rigid social hierarchies, its limited perspectives on gender and race, its specific political and cultural concerns. The canon, as traditionally taught, overwhelmingly centers this one voice (albeit a masterful one) and this one perspective. In a diverse, multicultural world and classroom, doesn’t the curriculum have a responsibility to reflect a wider tapestry of human experience? Insisting on Shakespeare as non-negotiable can inadvertently signal that other voices, particularly those of women, people of color, and writers from different cultures and eras, are secondary. As one education professor argues, “Prioritizing Shakespeare above all else sends a message about whose stories are deemed ‘essential’ and whose are elective.”
Furthermore, the argument that Shakespeare is essential for cultural literacy feels increasingly strained. While references to “to be or not to be” or star-crossed lovers persist, the depth of understanding required to truly catch every Shakespearean allusion in modern media is rare. More importantly, cultural literacy shouldn’t be monolithic. Understanding key references from global mythologies, significant 20th-century novels, contemporary social movements, or influential non-Western literature might hold far more practical relevance and intellectual value for students navigating today’s world than knowing the intricacies of King Lear’s plot.
So, if not Shakespeare, then what? This isn’t about banning the Bard outright. It’s about demoting him from compulsory, universal status to an elective or advanced placement option for those genuinely drawn to his work. Freeing up significant curriculum space allows for a more dynamic, relevant, and enriching literary experience:
1. Diverse Voices: Introduce students to powerful contemporary writers tackling modern issues – climate change, digital identity, systemic inequality, global migration. Explore the rich traditions of post-colonial literature, world literature in translation, and works by authors from underrepresented groups.
2. Modern & Relevant Classics: Teach 20th and 21st-century classics whose language and themes resonate more immediately. Think Toni Morrison, George Orwell, Chimamanda Ngozi Adichie, Kazuo Ishiguro, Sandra Cisneros, or Ta-Nehisi Coates.
3. Focus on Critical Skills: Instead of battling archaic language, focus energy on developing crucial skills: complex textual analysis, understanding narrative structure, recognizing rhetorical devices in accessible texts, constructing evidence-based arguments, and engaging in critical thinking about themes relevant now.
4. Genre Diversity: Expand beyond traditional plays and novels. Integrate compelling non-fiction (essays, memoirs, journalism), modern plays, diverse poetry, and even graphic novels as serious literary texts worthy of study.
Imagine classrooms where students are passionately debating the ethics in a Margaret Atwood novel, analyzing the social commentary in a Colson Whitehead passage, or connecting the themes of a Warsan Shire poem to their own lives. Imagine them developing a love for reading because the texts speak to them clearly and powerfully, without needing constant linguistic decryption. This shift wouldn’t diminish literary standards; it would refocus them on skills and engagement over ritualistic adherence to a single, difficult author.
The reverence for Shakespeare is understandable. His genius is undeniable. However, clinging to his works as a mandatory rite of passage for every student does a disservice to the vast majority. The difficulty of his language impedes access to deeper literary understanding, his dominance crowds out vital diverse perspectives, and his compulsory status often stifles, rather than ignites, a love of literature. It’s time to respectfully move Shakespeare off his compulsory pedestal. By doing so, we open the door to a richer, more inclusive, more accessible, and ultimately more relevant literary education. We allow students to engage meaningfully with language and ideas that speak directly to their world, fostering not just comprehension, but genuine critical thought and a potential lifelong appreciation for the power of stories. The future of vibrant English classrooms lies not in the past, but in embracing the wealth of powerful, relevant literature waiting to be explored.
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