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| List of illustrations | ||
| Notes on contributors | ||
| Introduction to the series | ||
| Introduction | 1 | |
| 1 | Reading rights and responsibilities | 8 |
| 2 | Can teachers empower pupils as writers? | 23 |
| 3 | (Re)Defining literacy: how can schools define literacy on their own terms, and create a school culture that reflects that definition? | 42 |
| 4 | The current status of oracy: a cause of (dis)satisfaction? | 57 |
| 5 | Drama sets you free - or does it? | 73 |
| 6 | What is(n't) this subject called English? | 90 |
| 7 | 'Correct' or 'appropriate'? Is it possible to resolve the debate about which should be promoted in the classroom? | 105 |
| 8 | Variation in English: looking at the language from the outside | 119 |
| 9 | Exploring other worlds: escaping linguistic parochialism | 131 |
| 10 | Student teachers and the experience of English: how do secondary student teachers view English and its possibilities? | 148 |
| 11 | The cultural politics of English teaching: what possibilities exist for English teachers to construct other approaches? | 164 |
| 12 | The canon: historical construction and contemporary challenges | 180 |
| 13 | How should critical theory inform English teaching? | 196 |
| 14 | What has sexuality got to do with English teaching? | 212 |
| 15 | Gender difference in achievement in English: a sign of the times? | 224 |
| 16 | Literacy and social class | 243 |
| Bibliography | 260 | |
| Index | 278 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Heather O'leary
reviewed Issues in English Teaching on December 21, 2015
Issues in English Teaching
This book is a good primer for all the basic teaching methods used nowadays. One valuable (and thoroughly produced) part was the section on effective questioning strategies. One could teach a whole unit on helping students learn how to ask the right questions. Most of the time though, the book doesn't go far beyond basic, common pedagogy, and some of the claims rest on weak examples of application(the bane of most professional development literature and presenters). For example, one of the core tenants is to "entice" the students at the beginning of class, but the best strategies offered to do this are cliches like 'make predictions about the passage based on these key words.' I'd recommend this book for new teachers only.
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