Preface |
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ix | |
Introduction |
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1 | (9) |
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1 | (1) |
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The argument: truths restated |
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2 | (1) |
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The National Curriculum for English |
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3 | (3) |
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Tests and examinations in English |
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6 | (2) |
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8 | (1) |
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Learners of English as an additional language and speakers of non-standard varieties of English |
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8 | (1) |
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8 | (2) |
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10 | (23) |
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10 | (1) |
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11 | (9) |
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20 | (2) |
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The potential of collaborative talk and of good teaching |
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22 | (2) |
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A Model of the Process of Learning Through Talk |
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24 | (2) |
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26 | (1) |
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The present situation in England |
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27 | (4) |
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31 | (2) |
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33 | (36) |
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33 | (1) |
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34 | (4) |
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38 | (9) |
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Written English Available online at www.routledge.com |
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47 | (1) |
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47 | (10) |
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What should beginning readers read? |
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57 | (3) |
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Why do some children fail? |
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60 | (3) |
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The present situation in England |
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63 | (4) |
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67 | (2) |
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69 | (34) |
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69 | (1) |
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Reading -- at large and in school |
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70 | (5) |
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One snapshot from the past: the Bullock Report |
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75 | (4) |
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79 | (5) |
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84 | (5) |
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Reading imaginative literature |
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89 | (5) |
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94 | (3) |
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The present situation in England |
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97 | (4) |
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101 | (2) |
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103 | (32) |
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103 | (1) |
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104 | (4) |
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Helpful guidance on early writing |
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108 | (15) |
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A Simple Model of the Writer |
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123 | (2) |
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What should young children write? |
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125 | (2) |
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The present situation in England |
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127 | (7) |
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134 | (1) |
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135 | (34) |
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135 | (1) |
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Writing -- at large and in school |
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136 | (4) |
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The demands made on pupil writers |
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140 | (3) |
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The `personality' of the writer |
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143 | (2) |
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A Community of Readers and Writers |
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145 | (4) |
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A Broad and Varied Repertoire for Writing |
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149 | (4) |
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An effective understanding of instruction |
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153 | (9) |
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The present situation in England |
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162 | (5) |
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167 | (2) |
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6 Grammar and knowledge about language |
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169 | (26) |
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169 | (1) |
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170 | (6) |
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176 | (3) |
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`The grammar question': government answers since 1984 |
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179 | (7) |
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The relationship between competence and reflection |
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186 | (2) |
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The present situation in England |
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188 | (4) |
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Grammar within knowledge about language |
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192 | (1) |
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Teachers' linguistic subject knowledge |
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193 | (1) |
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194 | (1) |
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195 | (20) |
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195 | (1) |
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Theorists of drama teaching |
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196 | (10) |
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The present situation in England |
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206 | (5) |
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Drama in the school curriculum: another way |
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211 | (2) |
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213 | (2) |
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215 | (16) |
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215 | (1) |
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Media education: four patterns |
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216 | (3) |
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A Model for Media Education |
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219 | (9) |
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The present situation in England |
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228 | (1) |
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229 | (2) |
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9 Learners of English as an additional language |
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231 | (6) |
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231 | (1) |
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231 | (1) |
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The differences between EAL and EMT learners |
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232 | (2) |
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234 | (1) |
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EAL learners and literacy |
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235 | (2) |
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10 Speakers of non-standard varieties of English |
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237 | (4) |
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A Linguistically Complex Competence |
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237 | (1) |
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237 | (1) |
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238 | (1) |
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Language diversity as a part of knowledge about language |
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238 | (1) |
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Non-standard forms in writing |
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239 | (2) |
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11 An alternative curriculum for English 3 to 11 |
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241 | (25) |
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241 | (3) |
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244 | (4) |
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248 | (4) |
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252 | (6) |
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Grammar and knowledge about language |
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258 | (2) |
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260 | (3) |
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263 | (3) |
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266 | (18) |
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266 | (1) |
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Early Years Foundation Stage |
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266 | (5) |
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271 | (11) |
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282 | (2) |
References: The combined reference list for this book and its sister volume, Curriculum and Assessment in English 11 to 19: A Better Plan, is available online at www.routledge.com/9780415784528 |
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284 | (1) |
Index |
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285 | |