English teachers can engage and develop the student's real concerns and motivate and develop competence in and sensitivity to language in a way that complements and extends what is learned in other subject disciplines and enhances the student's future life. (HOD)

Presents five autobiographical narratives, written by English Method student teachers at Monash University, which explain why they have chosen to become English teachers. Narratives are: "Unpaused" (Silvia Ercole); "Just Add Water" (Janet McCutcheon); "No Second Chances" (Kathleen Noone); "Inspiration" (Elise Pannan); and "Starting Points:…

Addresses whether English teaching has a literacy project of its own. Discusses a holistic, integrated view of literacy as comprising three interlocking dimensions: operational, cultural, and critical. Suggests English teaching should engage with philosophy, the humanities, and the arts. Proposes that educators need to develop a better…

Presents annotations of nine books (or sets of books) published between 1990 and 1997 that look at ways in which Shakespeare can be presented and explored in English or Drama classes. (NH)

Reminds readers what a deeply problematical exercise teaching Shakespeare can be. Describes teaching "Romeo and Juliet" to a mixed ability year 10 class. Argues that Shakespeare should not be obligatory in the secondary classroom; that there is no excuse for the elitist attitudes around Shakespeare; and that Shakespeare should be treated…

Discusses implications of the issues of continuity and discontinuity, commonality and difference, congruity and paradox as they engage the research team, the industry partners, and the teachers around Australia who constitute the STELLA (Standards for Teachers of English Language and Literacy in Australia) project. (RS)

Explores the issue of generic versus subject-specific standards in terms of their role in teachers' professional development. Suggests generic and subject-specific standards share a symbiotic relationship. Outlines a basis for a "third wave": some teachers may find at a particular stage in their career that generic standards are more…

Reasons that if one of the best ways to motivate writing is to write with the students, perhaps the best way to teach English is to talk with the students, read to them, write with them, exploring mutual concerns in an effort to express feelings and thoughts. (RB)

Presents 6 sample lessons with resource materials useful at the elementary and secondary levels. (RB)

Present 8 sample lessons for use by English teachers attempting to improve the language skills of their students. (RB)

Offers nine questions that secondary school English teachers need to answer when considering the place of dramatic works in the curriculum. (RL)

Argues that the teachers' role in teaching Shakespeare is to raise questions that will alert the class to the implications in the text. (HOD)

Offers a personal perspective on the use of computers in English instruction. (FL)

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)