By Jon Davison and Jane Dowson
This best-selling textbook combines thought and perform to provide a extensive creation to the possibilities and demanding situations of educating English in secondary tuition school rooms. every one bankruptcy explains the heritage to present debates approximately instructing the topic and gives projects, educating principles, and additional interpreting to discover matters and concepts in terms of tuition experience.Already a tremendous textual content for plenty of college instructing classes, this re-creation has been completely up-to-date within the gentle of recent laws and contains clean chapters at the nationwide Literacy approach, Media and ICT. different chapters recommend a huge diversity of methods to educating such the most important components as: interpreting and writing, conversing and listening drama, media stories and data know-how grammar, poetry and language examine Shakespeare post-16 English language and literature Written really with the recent and pupil instructor in brain, this booklet deals rules and useful examples of training and studying in a twenty-first century context as new notions of literacy compete with calls for of nationwide review. Taking those altering ideologies as a kick off point, the textual content additionally addresses questions on the character of instructor schooling. It increases concerns relating competence-based classes, operating with a mentor at school and tracking the advance of a scholar instructor.
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Extra resources for Learning to Teach English in the Secondary School: A Companion to School Experience (Learning to Teach Subjects in the Secondary School series) Second Edition
Swann (both Routledge, 1997) consider respectively what kind of language English is becoming globally, and the issues involved in teaching English. They are part of an excellent series supporting an Open University course on the English language. 2 Battles for English Jon Davison English is a subject suitable for women and the second- and third-rate men who are to become schoolmasters. (Professor Sanday 1893) INTRODUCTION Because of the way in which English literature is often presented as a body of historical texts, there is a notion that English as a subject spreads back into the mists of time.
To sum up, in all educational documentation relating to the study of English which was produced before the Second World War, it is possible to identify a number of recurring themes. First, there is a belief that it is possible to identify a number of works from the past that stand the test of time because they exhibit certain values and qualities which are universal. Second, a conviction that such works have a humanising effect on the lower classes and are therefore an aid to social stability. Third, pupils should be taught to appreciate great literature, not to criticise it.
6); while in boys’ schools the study of English was ‘almost entirely neglected’ (para. 106). More worrying to the Committee was the attitude of the working class, especially those belonging to organised labour movements, [who] were antagonistic to, and contemptuous of literature…a subject to be despised by really virile men…to be classed by a large number of thinking working men with antimacassars, fish-knives and other unintelligible and futile trivialities of ‘middle-class culture’ and ‘to side-track the working movement’.