Considers the role of story and narrative genres in early years classrooms. Studies the reading, writing, and role-playing activities of students. Argues that the children observed developed an understanding of the nature of genre, genre differentiation, and power relationships in a sophisticated and integrated manner. (HB)

Reports on ways in which an undergraduate English course can be structured to invite wide-ranging forms of response. Describes how this was done through an expository reading and writing course based on rhetorical modes and noncanonical texts. Claims that student satisfaction and achievement were excellent. (HB)

Expresses a concern to look beyond happy endings in reading materials to texts whose bleakness, harshness, and grimness deal with complex human issues. Provides ideas and methods by which teachers might accomplish this. Discusses relevant literary texts. (HB)

Asks whether the sustained instruction in the "basics" of English, especially grammar, is being unrightfully ignored. Challenges teachers who claim that instruction in grammar is unneeded or ill-advised. Counters such assertions by examining two research studies purportedly proving the ineffectiveness of teaching grammar. (HB)

Discusses the use of books with pupils in a multi-racial classroom and specifically examines the following: the need for a multi-cultural approach to English teaching, differences in dialect, books for private reading and for reading to the class, and dealing with the topic of slavery. (MB)

Describes and defends a flexible and thorough English curriculum in use at a so-called elitist secondary boys' school. (TO)

The keynote paper presented at Anglo-American Seminar on Teaching English to the Linguistically Deprived (Walsall, England, June 1968). (Editor/RD)

Discusses the revolutionary reorientation taking place in English teaching, the responses to it found in the Bullock Report, and studies of the effects of language attitudes in teaching that have been undertaken and that still need to be undertaken. (GT)

Presents transcripts of three English classroom discussions in New South Wales that reflect different degrees of teacher control; includes data indicating the amount of student involvement in 30 lessons in six schools. Notes that teachers frequently deceive themselves about the nature of their discussion lessons and the proportion of pupils…

Examines issues of writing instruction and assessment as they relate to an approach to English language education, developed in Australia, which emphasizes the importance of the teacher's use of metalanguage to enhance a shared understanding of language among teachers and students. Reviews genre theory and considers its relevance to teaching,…

Questions the usefulness of "unitary" English, which subsumes language and literature as a prominent feature of much progressive pedagogies. Proposes that language and literature instead be separated and thus radically transformed. (HB)

Summarizes recent debates concerning the use of popular culture and media within the English curriculum. Presents an approach to using media in fostering understanding the way meaning and taste are socially constructed. Describes research aimed at developing an account of reading as social process. (HB)

Argues that reading for students today is drastically changed from that learned by students of generations past, primarily as a result of mass media and their effects. Shows how reading in a multimedia world is a complex and subtle enterprise. Illustrates the point with a case study of a five-year-old reader. (HB)

Explores a variety of contexts in which the reading, writing, and talk of the English class make different knowledge available to students on the basis of their sex. (AA)

Provides a case study of one Chinese boy's experience learning to read in Great Britain. Compares the formal didactic approach of the Chinese school with the developmental approach of the English reception school. Shows how many contributory factors influence student learning and argues for fuller appreciation of this fact. (HB)