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The fourth volume in the successful IFTE series provides an international perspective on the knowledge and professional development of the English teaching workforce. It provides a state-of-the-art review of English teaching and teachers and how they are developed over time.

With contributions from leading scholars around the world, this volume is divided into four sections that follow the journey of an English teacher from being a student, to the latter stages of professional development and becoming a teacher. It sheds light on how different elements such as school culture, professional development, higher-level qualifications, professional associations and government policies contribute or detract from retention and job satisfaction.

International Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.

The fourth volume in the successful IFTE series provides an international perspective on the knowledge and professional development of the English teaching workforce. It provides a state-of-the-art review of English teaching and teachers and how they are developed over time.

With contributions from leading scholars around the world, this volume is divided into four sections that follow the journey of an English teacher from being a student, to the latter stages of professional development and becoming a teacher. It sheds light on how different elements such as school culture, professional development, higher-level qualifications, professional associations and government policies contribute or detract from retention and job satisfaction.

International Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.

English Language Arts as an Emancipatory Subject explores the changing nature and history of the English Language as an emancipatory subject, as well as how its current activities and projects address and challenge inequalities. Various forms of critical literacy have established English teaching as a radical force for social justice and subversion. However, the expert contributors to this book question whether English is a force for good in its capacity to develop literate citizens, or, are there larger contemporary complications surrounding it? This book will re-examine the history of English, its present quality as a classroom subject and its future potential to re-establish itself as an agent of social equality and change. Edited by internationally leading scholars from the UK, USA and Australia with contributions from New Zealand and Canada, this work will also inspire English teachers to view their subject as one through which positive differences are imagined, and complex real-life issues are debated and challenged in the classroom. The volume is an excellent overview of research and the latest thinking about the nature of English as an emancipatory subject, its distinguished history and its potential for the future. It will be a key resource for the research and teacher-education community, English teachers, student teachers, and anyone who views English teaching as a catalyst of social change.

Chapter 7 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

English Language Arts as an Emancipatory Subject explores the changing nature and history of the English Language as an emancipatory subject, as well as how its current activities and projects address and challenge inequalities. Various forms of critical literacy have established English teaching as a radical force for social justice and subversion. However, the expert contributors to this book question whether English is a force for good in its capacity to develop literate citizens, or, are there larger contemporary complications surrounding it? This book will re-examine the history of English, its present quality as a classroom subject and its future potential to re-establish itself as an agent of social equality and change. Edited by internationally leading scholars from the UK, USA and Australia with contributions from New Zealand and Canada, this work will also inspire English teachers to view their subject as one through which positive differences are imagined, and complex real-life issues are debated and challenged in the classroom. The volume is an excellent overview of research and the latest thinking about the nature of English as an emancipatory subject, its distinguished history and its potential for the future. It will be a key resource for the research and teacher-education community, English teachers, student teachers, and anyone who views English teaching as a catalyst of social change.

Chapter 7 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

The renowned and highly experienced editors of this book bring together the leading voices in contemporary English education under the banner of the International Federation for the Teaching of English (IFTE). The collected chapters here represent the very best of international writing on the teaching of English in the past decade.

The key issues and debates surrounding English teaching across the globe are discussed and analysed accessibly, and incorporate wide-ranging topics including:

• The impact of high stakes testing on teaching and learning;

• Addressing the needs of minority groups;

• The digitization of literature and new conceptions of text;• Rewriting the canon;

• Dealing with curriculum change;• "Best practices" in the teaching of English;• The tension between ‘literacy’ and ‘English’;

• English and bilingual education;• The impact of digital technologies on teaching and learning;• Conceptions of English as a subject [secondary and tertiary];• Bringing the critical into the English/Literacy classroom;• The future of subject English;• Empowering voices on the margins;

• Pre-service teacher education;

• The social networking English classroom.

This text looks at the changing face of subject English from the differing perspectives of policy makers, teacher educators, teachers and their students. It tackles some of the hard questions posed by technological advances in a global society, challenges conventional approaches to teaching and points to the emerging possibilities for a traditional school subject such as English in the face of rapid change and increasing societal expectations. Despite all of the converging political and technological threats, the authors of this engaging and insightful text portray an immense confidence in the ultimate worth of teaching and learning subject English.

The renowned and highly experienced editors of this book bring together the leading voices in contemporary English education under the banner of the International Federation for the Teaching of English (IFTE). The collected chapters here represent the very best of international writing on the teaching of English in the past decade.

The key issues and debates surrounding English teaching across the globe are discussed and analysed accessibly, and incorporate wide-ranging topics including:

• The impact of high stakes testing on teaching and learning;

• Addressing the needs of minority groups;

• The digitization of literature and new conceptions of text;• Rewriting the canon;

• Dealing with curriculum change;• "Best practices" in the teaching of English;• The tension between ‘literacy’ and ‘English’;

• English and bilingual education;• The impact of digital technologies on teaching and learning;• Conceptions of English as a subject [secondary and tertiary];• Bringing the critical into the English/Literacy classroom;• The future of subject English;• Empowering voices on the margins;

• Pre-service teacher education;

• The social networking English classroom.

This text looks at the changing face of subject English from the differing perspectives of policy makers, teacher educators, teachers and their students. It tackles some of the hard questions posed by technological advances in a global society, challenges conventional approaches to teaching and points to the emerging possibilities for a traditional school subject such as English in the face of rapid change and increasing societal expectations. Despite all of the converging political and technological threats, the authors of this engaging and insightful text portray an immense confidence in the ultimate worth of teaching and learning subject English.

Literature teaching remains central to the teaching of English around the world. This edited text brings together expert global figures under the banner of the International Federation for the Teaching of English (IFTE). The book captures a state-of-the-art snapshot of leading trends in current literature teaching, as well as detailing predicted trends for the future.

The expert scholar and leading teacher contributors, coming from a wide range of countries with fascinatingly diverse approaches to literature teaching, cover a range of central and fundamental topics:

The collection reviews the consistently important place of literature in the education of young people and provides international evidence of its enduring value and contribution to education, resisting the functionalist and narrowly nationalist perspectives of misguided government authorities.

International Perspectives on the Teaching of Literature in Schools will be of value to researchers, PhD students, literature scholars, practitioners, teacher educators, teachers and all those in the extensive academic community interested in English and literacy around the world.

Literature teaching remains central to the teaching of English around the world. This edited text brings together expert global figures under the banner of the International Federation for the Teaching of English (IFTE). The book captures a state-of-the-art snapshot of leading trends in current literature teaching, as well as detailing predicted trends for the future.

The expert scholar and leading teacher contributors, coming from a wide range of countries with fascinatingly diverse approaches to literature teaching, cover a range of central and fundamental topics:

The collection reviews the consistently important place of literature in the education of young people and provides international evidence of its enduring value and contribution to education, resisting the functionalist and narrowly nationalist perspectives of misguided government authorities.

International Perspectives on the Teaching of Literature in Schools will be of value to researchers, PhD students, literature scholars, practitioners, teacher educators, teachers and all those in the extensive academic community interested in English and literacy around the world.

The seminal Dartmouth Conference (1966) remains a remarkably influential moment in the history of English teaching. Bringing together leading voices in contemporary English education, this book celebrates the Conference and its legacy, drawing attention to what it has achieved, and the questions it has raised.

Encompassing a multitude of reflections on the Dartmouth Conference, The Future of English Teaching Worldwide provides fresh and revisionist readings of the meeting and its leading figures. Chapters showcase innovative and exciting new insights for English scholars, and address both theoretical and practical elements of teaching English in a variety of settings and countries. Covering topics including the place of new media in English curricula, the role of the canon, poetry and grammar, the text is divided into three accessible parts:

This powerful collection will be of value to researchers, postgraduate students, literature scholars, practitioners, teacher educators, trainee and in-service teachers, as well as other parties involved in the teaching and study of English.