Häftad, Engelska, 2009

Rethinking English in Schools

Towards a New and Constructive Stage

Av Viv Ellis, Carol Fox, Brian Street

896 kr

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Beskrivning

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

Utgivningsdatum: 2009-12-12
Mått: 156 x 234 x 14 mm
Vikt: 409 g
Format: Häftad
Språk: Engelska
Antal sidor: 264
Förlag: Bloomsbury Publishing PLC
ISBN: 9780826445469

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Mer om författaren

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.

Recensioner i media

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.

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