Learning to Teach English in the Secondary School
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LEARNING TO TEACH ENGLISH IN THE SECONDARY SCHOOL How do you approach teaching English in the modern classroom? What is expected of a would-be English teacher? This best-selling textbook combines theory and practice to present a broad introduction to the opportunities and challenges of teaching English in secondary school classrooms. Each chapter explains the background to debates about teaching the subject and provides tasks, practical teaching approaches and further reading to explore issues and ideas in relation to school experience. Already a major text for many university teacher education courses, this new edition has been thoroughly updated in the light of recent revisions to the National Curriculum for English, examination syllabuses and the Standards for Qualified Teacher Status. As well as containing critical explorations of the history and definitions of the subject and policies such as the Secondary National Strategy that are appropriate to Professional and Masters level PGCE study, other chapters present a broad range of effective, innovative approaches to teaching such crucial areas as: I reading and writing, speaking and listening I drama I media studies and information and communications technology I grammar, poetry and language study I Shakespeare I post-16 English language and literature. Written particularly with the new and student teacher in mind, this book offers principles and practical examples of teaching and learning within a twenty-first century context in which new notions of literacy compete with demands of national assessment. Taking these changing principles as a starting point, the text also addresses questions about the nature of initial teacher preparation and raises issues concerning standards-based teacher education, mentoring in schools and monitoring the development of a student teacher. Jon Davison has been Professor of Teacher Education in four UK universities including the Institute of Education, University of London, where he was also Dean. Jane Dowson is Reader in Twentieth-Century Literature within the Department of English, De Montfort University. LEARNING TO TEACH SUBJECTS IN THE SECONDARY SCHOOL SERIES Series Editors: Susan Capel, Marilyn Leask and Tony Turner Designed for all students learning to teach in secondary schools, and particularly those on school-based initial teacher training courses, the books in this series complement Learning to Teach in the Secondary School and its companion, Starting to Teach in the Secondary School. Each book in the series applies underpinning theory and addresses practical issues to support students in school and in the training institution in learning how to teach a particular subject. Learning to Teach in the Secondary Learning to Teach Mathematics in the School, 5th edition Secondary School, 2nd edition Edited by Susan Capel, Marilyn Leask Edited by Sue Johnston-Wilder, Peter and Tony Turner Johnston-Wilder, David Pimm and John Learning to Teach Art and Design in the Westwell Secondary School, 2nd edition Learning to Teach Modern Foreign Edited by Nicholas Addison and Languages in the Secondary Lesley Burgess School, 3rd edition Norbert Pachler, Ann Barnes and Kit Learning to Teach Citizenship in the Field Secondary School, 2nd edition Edited by Liam Gearon Learning to Teach Music in the Secondary School, 2nd edition Learning to Teach Design and Edited by Chris Philpott and Gary Technology in the Secondary Spruce School, 2nd edition Learning to Teach Physical Education in Edited by Gwyneth Owen-Jackson the Secondary School, 2nd edition Learning to Teach English in the Edited by Susan Capel Secondary School, 3rd edition Learning to Teach Religious Education Edited by Jon Davison and Jane in the Secondary School, 2nd edition Dowson Edited by L. Philip Barnes, Andrew Learning to Teach Geography in the Wright and Ann-Marie Brandom Secondary School, 2nd edition Learning to Teach Science in the David Lambert and David Secondary School, 2nd edition Balderstone Edited by Jenny Frost and Tony Turner Learning to Teach History in the Learning to Teach Using ICT in the Secondary School, 3rd edition Secondary School, 2nd edition Edited by Terry Haydn, James Arthur, Edited by Marilyn Leask & Norbert Martin Hunt and Alison Stephen Pachler Learning to Teach ICT in the Secondary Starting to Teach in the Secondary School School, 2nd edition Edited by Steve Kennewell, John Edited by Susan Capel, Ruth Heilbronn, Parkinson and Howard Tanner Marilyn Leask & Tony Turner LEARNING TO TEACH ENGLISH IN THE SECONDARY SCHOOL A companion to school experience 3rd Edition Edited by Jon Davison and Jane Dowson CONTENTS List of illustrations ix List of contributors x Introduction to the third edition xiv JON DAVISON AND JANE DOWSON Introduction to the second edition xvi JON DAVISON AND JANE DOWSON Introduction to the first edition xviii JON DAVISON AND JANE DOWSON 1 Which English? 1 JOHN MOSS I introduction: where are you coming from? I the diversity of English I the Cox Report’s five views of English I consensus or compromise? I principled positions I the National Curriculum: English (2007) I futures I summary and key points I further reading I 2 Battles for English 20 JON DAVISON I introduction I the nineteenth century I English and the Board of Education I the Newbolt Report I the 1930s I Leavis I English teaching postwar I English from 5 to 16 I Language in the National Curriculum (LINC) I English in the National Curriculum I Key Stage 4 and General Certificate of Secondary Education (GCSE) I revisions, revisions: 1993–2007 I revision of the National Curriculum I summary and key points I further reading I v I CONTENTS I I I I 3 Working with the National Curriculum 44 MORIETTE LINDSAY AND JOHN YANDELL I introduction I the history of the National Curriculum I framing the subject: the purposes of English I authorised versions: the National Curriculum and the canon I planning I planning at Key Stage 4 I a bigger picture? I summary and key points I further reading I 4 The Secondary National Strategy 62 JO WESTBROOK I introduction I historical context of the National Curriculum and the National Literacy Strategy I the legacy of the four-part lesson plan I a clash of pedagogies: criticisms of the NLS I a snapshot of English teaching from 2001 to 2007 I so have standards in English risen? I the new National Curriculum and Secondary Framework I summary and key points I further reading I acknowledgements I 5 Speaking and listening 79 GABRIELLE CLIFF HODGES I introduction I observing speaking and listening I exploring differences between spoken and written language I exploring variety in spoken language I planning and organising classrooms for speaking and listening I speaking and listening and information and communications technology (ICT) I progression and assessment in speaking and listening I summary and key points I further reading I acknowledgements I 6 Reading 103 CAROLINE DALY I I I introduction reading in the National Curriculum the National Strategy for Key Stage 3 I making meanings out of texts I reading strategies: individual, group, whole class I supporting progression: reading the unfamiliar I assessment I summary and key points I further reading I websites I 7 Writing 134 JOHN MOSS I introduction I what you know about learning to write I writing and the processes of English I writing and learning I the social dynamics of writing in the classroom I genre I audience and publication I formative assessment and evaluation I summary and key points I further reading I I vi 8 Teaching language and grammar 158 ANNE TURVEY I introduction I grammar: implicit and explicit knowledge about language I grammar: making use of a shared metalanguage I exploring use and theorising structure I analysing language in literature and children’s writing I summary and key points I further reading I 9 Media education and ICT 178 ELAINE SCARRATT AND ROB MCINNES I introduction I outlining the field I Media Studies I media languages I media representations I media audiences I institution I media qualifications I GCSE Media Studies I A level Media Studies I media education I moving images for literacy and media literacy resources I media literacy I why study the media? Interrogating cultural attitudes I some issues to consider about media in English I continuing professional development (CPD) I ICT and the English curriculum I using ICT in English I assessment, reporting and pupil tracking I professional development and the learning community I summary and key points I further reading and resources I 10 Drama 218 JOHN MOSS I introduction I drama and the National Curriculum for English I the identity of school curriculum drama I the character of drama in schools I working conditions for risk-taking drama I drama games I movement and mime exercises I improvisation I working with texts I working methods in drama teaching I structuring drama lessons I summary and key points I further reading I 11 Approaching Shakespeare 242 JOHN YANDELL AND ANTON FRANKS I introduction I starting points – knowledge, attitudes and obstacles I historical contexts I the text: playwright, company and the conditions of production I authenticity and interpretation: production histories and contemporary Shakespeares I assessment I summary and key points I further reading I 12 Possibilities with poetry 260 GABRIELLE CLIFF HODGES I introduction I the need for a rationale I planning poetry lessons I poetry across the age range I early Key Stage 3: the pleasures of poetry I later in Key Stage 3: focusing on interpretation I DARTs