Debates about subject English in Australia are often conducted through the senior years curriculum. In light of the anticipated interest in the new Victorian Certificate of Education (VCE) English study design released in 2022 to be implemented in 2023, this paper outlines the current state of research on the VCE English subject by mapping areas…

Education systems around the world have moved to develop literacy progressions that describe a sequence of development in oral language (talking and listening), reading/viewing and writing. In Australia, the National Literacy Learning Progression (ACARA, 2021) is designed to support students' literacy development across the years of primary and…

Secondary school English is shaped not only by complex institutional and discursive forces but also by the mundane reality of available resources. Among the resources used by teachers are commercial textbooks. Classroom textbooks can play a significant role in determining what gets taught in English lessons. They can also influence assumptions…

This paper considers the identity of the English teacher, paying particular attention to the English teacher who is also a writer, or, "teacher-writer". Applying a degree of self-study, the author examines her own pathway into becoming an English teacher, noting that entry requirements to become an English teacher in Australia show a…

For most Anglophone countries, the history of grammar teaching over the past 50 years is one of contestation, debate and dissent: and 50 years on we are no closer to reaching a consensus about the role of grammar in the English/Language Arts curriculum. The debate has been described through the metaphor of battle and grammar wars (Kamler, 1995;…

English teacher educators' commitment to Deweyan progressivism has cost them in recent years. It has contributed to their being pushed to the margins when it comes to serious, top-level discussions about the direction of American education. This essay reexamines the case for progressivism and its relevance as an element of CEE's ongoing effort to…

Examines the teaching of poetry in Australian schools as it has been attempted in the past few decades and questions whether poetry teaching can be more successful even with the new understandings of language development and literary response. (HOD)

A review of research on English teaching conducted by Australian teachers reveals the need for more action research on the teaching of Australian literature. (RL)

Because of the inadequacy of the three models of English teaching in Australia (the skills, personal growth, and cultural heritage models) in carrying the impact of English instruction beyond its own confines, a new model--the person-process model--is necessary. The model focuses on the individual, but serves to locate individuals in their life…

Examines change and stability in the history of senior English in Australia and sums up the present position, noting differences within and among systems. (HOD)

An analysis of the social and political context of English teaching in Australia is presented in this paper. The paper emphasizes that the leading theorists from England such as James Britton, Harold Rosen, Nancy Martin, and Douglas Barnes, are providing theories that either ignore or misinterpret the social reality in which teachers and pupils…

This paper discusses some of the issues in literacy that arose in Fiji in the 70s and the 80s, the social and contextual variables that shaped them, and the ways in which those issues were tackled. The paper also discusses some current developments that have occurred--some of these developments will have a positive benefit upon the literacy levels…

Reviews current research in the teaching of English in Australia and concludes that there is a large volume of highly relevant research and that a way must be found to disseminate it to potential clientele. (DF)

Examines the relationship between recent research on metacognition and schema theory. Provides practical teaching suggestions, showing how these concepts can be used as a framework for language instruction and for analyzing tasks students are asked to perform. (RAE)

Arguing that being "literate" carries a different expectation from even the recent past, this book asserts that schools must explicitly teach the nature of language, and that students must be given clear criteria for, and support in, achieving excellence in controlling the different types of written language used in their various fields…