Brindley S. (ed.) Teaching English

Routledge, 1994. — 267 p., ISBN 0-415-10251-0Teaching English offers an opportunity to engage with the debates in English teaching, and to explore the viewpoints of writers who have contributed to those debates. The notion of exploration is critical here. In reading Teaching English you, as reader, are being asked to take part in a dialogue: a dialogue which exists between yourself as reader and teacher of English, and the ideas on English teaching presented in this book. Indeed, your professional life as an English teacher will be characterised by such interaction with ideas and opinions; conversations about English with a variety of people including colleagues, parents and pupils are part of the life of an English teacher. This reader is intended to stimulate and inform these discussions.Foreword
Introduction (Susan Brindley)
An historical perspective
Shaping the image of an English teacher (Robert Protherongh and Judith Atkinson)
The new orthodoxy examined (John Marenbon)
The National Curriculum in English (Brian Cox)
Speaking and listening
The National Oracy Project (John Johnson)
Perspectives on oracy (Alan Howe)
Planning for learning through talk (Jenny Des Fountain)
Talking and assessment in secondary English (National Oracy Project)
Bilingualism and oracy (Diana Cinamon)
Standard English: the debate (Katharine Perera)
Reading
Reading (Peter Traves)
Making sense of the media: from reading to culture (David Buckingham and Julian Sefton-Green)
Information skills (Colin Harrison)
Working within a new literacy (Sally Tweddle and Phil Moore)
The centrality of literature (Alastair West)
Teaching black literature (Suzanne Scafe)
Teaching Shakespeare in schools (Rex Gibson)
Balancing the books: modes of assessment in A level English literature (Stella Canwell and Jane Ogborn)
How do they know it’s worth it? The untaught reading lessons (Margaret Meek)
Writing
Writing (Brian Cox)
The National Writing Project (Pam Czerniewska and Richard Landy)
Teaching writing: process or genre? (Janet Maybin)
School students’ writing: some principles (Michael Rosen)
Writing in imagined contexts (Jonothan Neelands)
Teaching poetry in the secondary school (John Taylor)
Getting into grammar (Frances Smith and Mike Taylor)
Research
Girls and literature: promise and reality (Susan Brindley)
Knowledge about language in the curriculum (Ronald Carter)
Vygotsky’s contribution to pedagogical theory (James Britton)
Acknowledgements
Notes on sources