Rethinking English in Schools

Towards a New and Constructive Stage

Häftad, Engelska, 2009

Av Viv Ellis, Carol Fox, Brian Street, VIV Ellis

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This book suggests that English teaching has something both to reclaim and renew. Why should young people study a subject called English? This question lies at the heart of this fascinating monograph, which brings together the diverse perspectives of many leading thinkers about English and literacy education. This meticulously researched and well-written collection takes as its starting point the importance of the history of the subject in the formation of its constitution and its boundaries. First and foremost, it proposes that questions of aims and values have informed these choices. Equally, it suggests that returning to these educational questions helps us to understand curriculum and pedagogy in complex ways that a simple focus on content and methods neglects. Curriculum and pedagogy bring learners, teachers, institutions and the wider society into the debate.

Produktinformation

Utgivningsdatum2009-12-12
Mått156 x 234 x 14 mm
Vikt409 g
FormatHäftad
SpråkEngelska
Antal sidor264
FörlagBloomsbury Publishing PLC
ISBN9780826445469

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Viv Ellis is Tutor for English Education and University Lecturer in Educational Studies at Oxford University. He has written widely on teacher education and has served as Vice-Chair of NATE. Carol Fox was formerly Reader in English Education at the University of Brighton. Her research on young children's oral storytelling and the literature of war and peace in education has been widely influential. Brian Street is Professor of Language in Education at King's College, London and Visiting Professor of Education at the University of Pennsylvania. He has written and lectured extensively on literacy practices from both a theoretical and an applied perspective.

Acknowledgements; Chapter 1 Why English? Rethinking The School Subject; Section 1: How History And Politics Have Shaped English Teaching; Chapter 2 The Picture Of Development In Vygotskyan Theory: Renewing The Intellectual Project Of English; Chapter 3 Deep Winters, Invincible Summers: Teaching English For Existential Purposes; Chapter 4 English In The History Of Imperialism: Teaching The Empire How To Read; Chapter 5 - Individual, Community And Society: A Response To section 1; Section 2: Culture As A Verb: Teaching Literatures; Chapter 6 - How Critical Is The Aesthetic? The Role Of Literature In English; Chapter 7 - History, War And Politics: Taking 'Comix' Seriously; Chapter 8 - 'The Uncreating Word': Some Ways Not To Teach English; Chapter 9 - Refreshing The Aesthetic: A Response To Section 2; Section 3: Language(S), Multiple Literacies And The Question Of English; Chapter 10 The New Literacy Studies And Multimodality: Implications For The Subject And The Language 'English'; Chapter 11 Resisting Monolingualism In 'English': Reading And Writing The Politics Of Language; Chapter 12 English As A Multilingual Subject: Theoretical And Research Perspectives; Chapter 13 The Multiple Languages And Literacies Of English: A Response To Section 3; Chapter 14 More Than 'Soldiering On?

A timely book about English and English teaching by writers whose professional interests keep them in touch with the English children learn to speak and the school English that comes to them as an educational package. Their central argument is that ‘English in school - as an intellectual project - needs to be rethought and renewed in a ‘constructive age of development' in the field of English studies, which includes contemporary awareness of the multimodality of language in the lives of children. The relevance of the matters discussed here extends to all who have comunication responsbilities with the young. ‘Rethinking' will keep this book well to the fore.