Argues that the present English curriculum based on the principle of "cummulative fragmentalism" is inefficient and outmoded, and that the curriculum, instead, should reflect the theory or value of struggling. (HOD)

The various roles that a teacher enacts are examined from four perspectives in this paper. Part one: "The Curriculum Text" presents a series of observations of classroom activity, and part two: "A Student Perspective" includes a collection of interviews with students who had been previously observed. The teacher's tape-recorded thoughts are…

Argues that the ideal classroom for language development would be (1) active and interactive, (2) collaborative, (3) functional and purposive, (4) exploratory, (5) reflective, (6) multimodal, (7) negotiated, (8) contextually supportive, (9) observed and tracked, (10) experienced based, (11) text aware, (12) conceptually demanding, (13) unbounded,…

Proposes that "curriculum" means the interaction between teacher, student, and content to promote optimum learning. Suggests a model of negotiation in the classroom that will facilitate learning, illustrating that model with a case study and a unit study plan. (RL)

Discusses the role of the teacher, the nature of learning, and the relationships between students and teachers in calling for a science of English teaching. (DF)

Considers the schools of thought in language and learning, and examines how their theories and propositions affect teachers. Characterizes the teacher as a professional manager and discusses what it means to be such a person. Investigates what managers and teachers know and need to know-in-practice. (KEH)

Active literacy is the ability to inject one's own thoughts and intentions into messages received and sent, the ability to transform and to act upon aspects of the world via the written word. Five things are not working for literacy in Australia; formularistic exercise texts and kits, the media, experts with solutions, habits, and national…