Issues in English Teaching

ISBN-13: 9780415206648 / Angielski / Twarda / 1999 / 304 str.

Jon Davison; John Moss

Opis

Issues in English Teaching invites primary and secondary teachers of English to engage in debates about key issues in subject teaching.
The issues discussed include:
*the increasingly centralised control of the curriculum, assessment, and pedagogy in the school teaching of English in England and Wales as a result of initiatives such as the National Literacy Strategy
*new technologies which are transforming pupils' lived experience of literacy or literacies
*the accelerating globalisation of English and the independence of other versions of English from English Standard English. A National Curriculum with a nationalist perspective on language, literacy and literature cannot fully accommodate English
*what has become 'naturalised' and 'normalised' in English teaching, and the educational and ideological reasons for this
*hierarchies that have been created in the curriculum and pedagogy, identifying who and what has been given low status, excluded or marginalised in the development of the current model of English.
Issues in English Teaching will stimulate student teachers, NQTs, language and literacy co-ordinators, classroom English teachers and aspiring or practising Heads of English, to reflect on the identity or the subject, the principles and policies which, have determined practice, and those which should influence future practice.

Recenzje

'In Issues in English Teaching the editors John Moss and Jon Davison have provided some insightful contributions that make the collection well worth reading.' – Bethan Marshall, The English and Media Magazine

Spis treści

Introduction, Jon Davison, John Moss; Chapter 1 Reading Rights and Responsibilities, Eve Bearne, Gabrielle Cliff Hodges; Chapter 2 Can Teachers Empower Pupils as Writers?, Carole King; Chapter 3 (Re)Defining Literacy, Hazel Bryan, Jo Westbrook; Chapter 4 The Current Status of Oracy, Teresa Grainger; Chapter 5 Drama Sets You Free—Or Does It?, Jonathan Neelands; Chapter 6 What is(n’t) this Subject Called English?, Muriel Robinson; Chapter 7 ‘Correct’ or ‘Appropriate’?, Chris Davies; Chapter 8 Variation in English, Stephen Bax; Chapter 9 Exploring Other Worlds, Adrian Holliday; Chapter 10 Student Teachers and the Experience of English, Sue Leach; Chapter 11 The Cultural Politics of English Teaching, Nick Peim; Chapter 12 The Canon, Janet Maybin; Chapter 13 How Should Critical Theory Inform English Teaching?, John Moss; Chapter 14 What has Sexuality Got to do with English Teaching?, Viv Ellis; Chapter 15 Gender Difference in Achievement in English, Caroline Daly; Chapter 16 Literacy and Social Class, Jon Davison;

O autorze

Jon Davison is Professor and Head of the School of Education at University College Northampton. His previous publications include Learning to Teach English in the Secondary School, Routledge 1998.
John Moss is a Principal lecturer in English at Canterbury Christ Church University College and co-ordinator of the secondary PGCE English programme. His previous publications include Subject Mentoring in the Secondary School, Routledge 1997.