"With eloquence, intelligence and collective wisdom, this excellent collection of essays sets new directions and agendas for English Education." - Ilana Snyder, Monash University, Australia (Ilana Snyder, Monash University, Australi
No Title )
"Ths is 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." Margaret Meek Spencer, Reader Emeritus at the Institute of Education, University of London, November 2008
This book addresses the issues of why and how to study a subject called English. Although its assumed audience appears to be teachers of English in the UK for whom the National Curriculum is relevant, its thoughtful discussion addresses the concerns of teachers of English throughout the world. Of particular importance are the multiple perspectives it brings to the discussion. The teaching of English is shaped by history and politics. That is, the imperialist reality of multiple languages shapes the teaching of English. It is also shaped by teaching literatures. Ideally, teaching English reflects Vygotskyan theory, transactional theory, dialogic theory, and existentialism. Primarily, however, teaching English is a way of helping students make sense of their lives; therefore, in the modern classroom there is room for comics and graphics as well as traditional aesthetics. Of major importance is the inclusion of sociolinguistics in this discussion--the recognition that monolingualism in English is a not a universal, and that societal bilingualism and multilingualism are the reality for students in much of the world. This book is highly recommended for teachers in training, as well as experienced teachers.
Summing Up: Highly recommended. All undergraduate and research collections." -- E. S. Swing,
CHOICE, March 2009
This book addresses the issues of why and how to study a subject called English. Although its assumed audience appears to be teachers of English in the UK for whom the National Curriculum is relevant, its thoughtful discussion addresses the concerns of teachers of English throughout the world. Of particular importance are the multiple perspectives it brings to the discussion. The teaching of English is shaped by history and politics. That is, the imperialist reality of multiple languages shapes the teaching of English. It is also shaped by teaching literatures. Ideally, teaching English reflects Vygotskyan theory, transactional theory, dialogic theory, and existentialism. Primarily, however, teaching English is a way of helping students make sense of their lives; therefore, in the modern classroom there is room for comics and graphics as well as traditional aesthetics. Of major importance is the inclusion of sociolinguistics in this discussion--the recognition that monolingualism in English is a not a universal, and that societal bilingualism and multilingualism are the reality for students in much of the world. This book is highly recommended for teachers in training, as well as experienced teachers. Summing Up: Highly recommended. All undergraduate and research collections." -- E. S. Swing,
CHOICE, March 2009
"Rather than the well-worn paths addressing the 'what' of English (its content) or the 'how' of English (its pedagigy), the book endeavours to question the purpose of English, as exemplifies in three vignettes illustrating impoverished English teaching and suggestive of a moment of crisis. This is convincing, albeit it should be recognised that English teachers and teacher educators have a very long history of perceiving their subject in crisis." Dr John Butcher 2 July 2008
(
Escalate )
"This book is a timely and proactive reminder that critical analysis of English (and literacy) teaching, the "long tradition of socially critical work in English Education" referred by its publishers, has been patchy of late...the book is a challenge for us as an association to extend the writers' analyses here to a specific part of the 'field': primary literacy."
Literacy Volume 43, Nov 2009
"With eloquence, intelligence and collective wisdom, this excellent collection of essays sets new directions and agendas for English Education." - Ilana Snyder, Monash University, Australia (,
No Title )
“Ths is 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.” Margaret Meek Spencer, Reader Emeritus at the Institute of Education, University of London, November 2008
This book addresses the issues of why and how to study a subject called English. Although its assumed audience appears to be teachers of English in the UK for whom the National Curriculum is relevant, its thoughtful discussion addresses the concerns of teachers of English throughout the world. Of particular importance are the multiple perspectives it brings to the discussion. The teaching of English is shaped by history and politics. That is, the imperialist reality of multiple languages shapes the teaching of English. It is also shaped by teaching literatures. Ideally, teaching English reflects Vygotskyan theory, transactional theory, dialogic theory, and existentialism. Primarily, however, teaching English is a way of helping students make sense of their lives; therefore, in the modern classroom there is room for comics and graphics as well as traditional aesthetics. Of major importance is the inclusion of sociolinguistics in this discussion--the recognition that monolingualism in English is a not a universal, and that societal bilingualism and multilingualism are the reality for students in much of the world. This book is highly recommended for teachers in training, as well as experienced teachers.
Summing Up: Highly recommended. All undergraduate and research collections.” – E. S. Swing,
CHOICE, March 2009
This book addresses the issues of why and how to study a subject called English. Although its assumed audience appears to be teachers of English in the UK for whom the National Curriculum is relevant, its thoughtful discussion addresses the concerns of teachers of English throughout the world. Of particular importance are the multiple perspectives it brings to the discussion. The teaching of English is shaped by history and politics. That is, the imperialist reality of multiple languages shapes the teaching of English. It is also shaped by teaching literatures. Ideally, teaching English reflects Vygotskyan theory, transactional theory, dialogic theory, and existentialism. Primarily, however, teaching English is a way of helping students make sense of their lives; therefore, in the modern classroom there is room for comics and graphics as well as traditional aesthetics. Of major importance is the inclusion of sociolinguistics in this discussion--the recognition that monolingualism in English is a not a universal, and that societal bilingualism and multilingualism are the reality for students in much of the world. This book is highly recommended for teachers in training, as well as experienced teachers. Summing Up: Highly recommended. All undergraduate and research collections.” – E. S. Swing,
CHOICE, March 2009
"This book is a timely and proactive reminder that critical analysis of English (and literacy) teaching, the “long tradition of socially critical work in English Education” referred by its publishers, has been patchy of late…the book is a challenge for us as an association to extend the writers’ analyses here to a specific part of the 'field’: primary literacy."
Literacy Volume 43, Nov 2009
