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

• 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 English1. 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: Reading4.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: Writing8. 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 Listening11.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: Assessment14. Progress in English, Bethan Marshall (King's College London, UK)Index

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

• 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 English1. 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: Reading4.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: Writing8. 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 Listening11.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: Assessment14. Progress in English, Bethan Marshall (King's College London, UK)Index

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

• 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 English1. 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: Reading4.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: Writing8. 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 Listening11.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: Assessment14. Progress in English, Bethan Marshall (King's College London, UK)Index