Home About us Contact
|
Home About us Contact | ||
|
|
||
English Teaching (english + teaching)
Selected AbstractsRhetoric and Practice in English TeachingENGLISH IN EDUCATION, Issue 1 2000Mary Bousted Abstract The empirical data collected for this article are derived from an analysis of the ideology and practice of English teachers working in three contrasting secondary schools. The analysis of the data reveals the following findings. The concept of personal growth, expressed in the pedagogy advocated by the London School, retains its ability to provide, for contemporary teachers of English, an underpinning rationale for their work. The pedagogical practices advocated by the London School writers - the use of oracy, the reading of contemporary children's literature and the drafting process - are supported by the respondents. Observation of lessons reveals that the respondents, through their use of mediating practices, are able to ,deliver' the cultural products of standard English and the literary canon in ways which retain elements of the process-based pedagogy advocated by the London School writers. The respondents do not, however, recognise this aspect of their classroom practice in their rhetorical representation of their work. The article concludes with the argument that the demand, by powerful external agencies, for the subject of English to furnish each new generation with icons of cultural stability in the form of spoken and written standard English and a knowledge of the literary heritage, has not declined. A less oppositional response on the part of English teachers to the demand that the subject deliver the cultural products outlined above, based upon a recognition of their use of mediating practices, may, it is argued, provide a means whereby the practitioners of the subject gain more control over its present condition and its future direction. [source] English, literacy, rhetoric: changing the project?ENGLISH IN EDUCATION, Issue 1 2006Bill Green Abstract In this paper I begin to trace two movements in the curriculum history and cultural politics of English teaching: on the one hand, a shift from ,literature' to ,literacy', as organizing principles for the field, and on the other, from ,language' to ,rhetoric'. I do so within a particular understanding of history, as embracing past present and future dimensions. My aim is two-fold: to open up questions about the subject's historical legacy, and to draw attention to some of the emerging challenges and prospects for English teaching today and tomorrow. [source] Showing the Strategy where to go: possibilities for creative approaches to Key Stage 3 literacy teaching in initial teacher educationENGLISH IN EDUCATION, Issue 1 2005David Stevens Abstract This paper arises from a research project undertaken with six PGCE student teachers of English, based on observation and discussion of English lessons based on the National Strategy's Framework for Teaching English. I draw also on the student teachers' reflections and written commentaries. The central thrust of the research was to enquire whether and how classroom practice could demonstrate an imaginative, meaning-orientated form of English teaching which included the Framework: how exactly learning opportunities might arise in lively, engaging and effective ways. [source] Going Public: Teaching Students to Speak Out in Public ContextsENGLISH IN EDUCATION, Issue 2 2000Judith Baxter Abstract Many students find speaking in large group, whole class or ,public' contexts intimidating. Over the last 30 years, a model of collaborative talk in small groups has been favoured within English teaching in British education but, with the new generation of GCSE syllabuses, students are required to speak effectively to larger audiences. This article explores what constitutes an effective ,public' speaker at GCSE level, and suggests various teaching strategies as starting points. [source] The Part which Metacognition can Play in Raising Standards in English at Key Stage 2LITERACY, Issue 1 2000Mary Williams This article explores the role of metacognition in developing literacy at Key Stage 2 and suggests that the ability to extend pupils' metacognitive awareness deserves to be given a high focus in English teaching, as it is through this that deeper levels of understanding will be acquired. Metacognition can be enhanced by giving pupils an explicit repertoire of techniques to aid their understanding of how are they learning. Examples derived from five research cases reveal how some teachers have tried to achieve this, and the pivotal role which this may play in raising standards in English. [source] | ||||||||||