Teaching English

This best-selling textbook combines theory and practice to present a broad introduction to the opportunities and challenges of teaching English in secondary school classrooms. Each chapter explains the background to current debates about teaching the subject and provides tasks, teaching ideas, and further reading to explore issues and ideas in relation to school experience. Already a major text for most university teaching courses, this new edition has been thoroughly updated in the light of new legislation and includes fresh chapters on the National Literacy Strategy, Media and ICT. Other chapters suggest a broad range of approaches to teaching such crucial areas as: * reading and writing, speaking and listening * drama, media studies and information technology * grammar, poetry and language study * Shakespeare * post-16 English language and literature Written particularly with the new and student teacher in mind, this book offers principles and practical examples of teaching and learning in a 21st century context as new notions of literacy compete with demands of national assessment. Taking these changing ideologies as a starting point, the text also addresses questions about the nature of teacher education. It raises issues concerning competence-based courses, working with a mentor in school and monitoring the development of a student teacher.

This text is designed specifically to meet the needs of preservice teachers who have had little experience working in middle-grade classrooms. Three ideas are central: * teaching language arts at the middle level is a complex activity that demands expertise in the use of a variety of strategies, * reading and writing are key processes of language arts study, but so are speaking, listening, and viewing/visually representing, and * teaching the processes of effective communication is crucial, but middle school students must also begin to learn the content of the field--literature, language, and media. Teaching Language Arts in Middle Schools gives balanced attention to various teaching strategies, processes, and content, demonstrating how all of these connect to improve students' abilities to communicate. In this text: *Research and theory are summarized and applied to practice *A non-prescriptive approach is integrated with practical information *Debates in the field are acknowledged *Additional reading and research are emphasized *The author's voice and point of view are explicit

This volume aims to encourage primary and secondary teachers of English to engage in debates about key issues in subject teaching. It should stimulate those interested in education to reflect on the identity of the subject and its principles.

Standard English draws together the leading international scholars in the field, who confront the debates surrounding 'Standard English', grammar and correctness head-on.These debates are as intense today as ever and extend far beyond an academic context. Current debates about the teaching of English in the school curriculum and concerns about declining standards of English are placed in a historical, social and international context. Standard English :* explores the definitions of 'Standard English', with particular attention to distinctions between spoken and written English* traces the idea of 'Standard English' from its roots in the late seventeenth century through to the present day.This is an accessible, seminal work which clarifies an increasingly confused topic. It includes contributions from: Ronald Carter, Jenny Cheshire, Tony Crowley, James Milroy, Lesley Milroy and Peter Trudgill.

The impact and content of English as a subject on the curriculum is once more the subject of lively debate. Questions of English sets out to map the development of English as a subject and how it has come to encompass the diversity of ideas that currently characterise it.Drawing on a combination of historical analysis and recent research findings Robin Peel, Annette Patterson and Jeanne Gerlach bring together and compare important new insights on curriculum development and teaching practice from England, Australia and the United States. They also discuss the development of teacher training, highlighting the variety of ways in which teachers build their own beliefs and knowledge about English.

This book examines the main principles, areas of activity and techniques which concern professional teachers of EFL throughout the World. Authors of this volume have produced a modern, electric approach, undeflected by ephemeral of impractical novelties.