Series Editor’s Preface, Sue Brindley (University of Cambridge, UK) Introduction, Bethan Marshall (King’s College London, UK) and Sue Brindley (University of Cambridge, UK) Part I: Varieties of English 1. A Brief History of English Studies, Ben Knights (University of Teeside, UK) 2. Paradigms of English, Terry Locke (University of Waikato, New Zealand) 3. Knowledge in English, Sue Brindley (University of Cambridge, UK) Part II: Reading 4.Intertextuality, Brenton Doecke (Deakin University, Australia) and Douglas McClenaghan (University of Waikato, New Zealand) 5.Understanding Reading, Christine Hall (University of Nottingham, UK) 6.Teaching Shakespeare with Film Adaptations, Jane Coles (Oxford Brookes University, UK) 7.Film, Literacy and Cultural Participation, Mark Reid (British Film Institute, UK) Part III: Writing 8. Writing, Reading and Rhetoric Terry Locke (University of Waikato, New Zealand) 9.Thinking, Talking and Writing, John Keen (University of Manchester, UK) 10.Writing and Purpose, Michael Rosen (author and broadcaster, UK) Part IV: Speaking and Listening 11.Talk and Drama, Anton Franks (Institute of Education, University of London, UK) 12. Dialogism and Technology, Carl Hendrick (Wellington College, UK) 13. Oracy, Simon Gibbons (King’s College London, UK) Part V: Assessment 14. Progress in English, Bethan Marshall (King’s College London, UK) Index
A comprehensive guide to English education, ensuring a solid foundation for supporting effective learning and teaching.
Sue Brindley is Senior Lecturer in Education at the University of Cambridge, UK. Bethan Marshall is Senior Lecturer at King's College London, UK, where she is Director of MA English and Education and MA Creative Arts in the Classroom.
This is a highly stimulating and refreshing book with contributions
from some of the most authoritative voices in the field. It should
be essential reading for English teachers; its broad perspective
challenges many simplistic assumptions about the nature of English
as a subject.
*Mike Fleming, Emeritus Professor of Education, Durham University,
UK*
This intellectually exhilarating book offers a bracing riposte to
those who would seek to confine ‘English’ within crude, easily
assessable categories. The editors have assembled an impressive
writing team of international experts who, holding fast to a core
belief in the holistic and dialogic nature of their subject, invite
readers to reconfigure their practice in order to meet the
opportunities and demands of the twenty-first century.
*Nicholas McGuinn, Department of Education, University of York,
UK*
This book is a celebration and an affirmation of what is important
in English, providing a source of inspiration for all English
teachers, whether experienced or just starting out on their
careers. The book offers a wide-ranging and thought-provoking
analysis of the complexities of teaching and learning in English,
which, in taking the long view and drawing on historical contexts,
provides a focus on intertextuality and making connections rather
than compartmentalising the subject into skill sets. The authors
draw effectively on case studies to interrogate theoretical
approaches through worked classroom practice and present an
empowering model of English teaching, which recognises the agency
and engagement of the individual pupil as learner, at the heart of
the English curriculum.
*Carole Page, Senior Lecturer in Education, Manchester Metropolitan
University, UK*
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