'The style of writing is accessible yet appropriately academic. The book provides an excellent foundation for initial teacher education.' Fiona Maine, Professor of Language and Literacy in Education, University of Exeter.
This book is useful not just because of its detail and depth of coverage of the topics throughout, but also because of its consideration of inclusion of children learning English as an Additional Language (EAL). Tamara Mortimer, Primary Education Lead (BEd and PGCE), Plymouth Institute of Education, University of Plymouth
The figures and tables throughout the book clearly convey key information and examples. Examples of childrens work, in particular, are very useful The Practice Points at the end of each chapter are an excellent summary of how the approaches should be applied This book also provides clear links between theory and practice. Main educational theorists have been summarised effectively, and examples of teaching demonstrate how the theory can be practically applied. Jess Bellamy, Lecturer in Primary Education, Leeds Beckett University
What makes this resource accessible is that it is not overly academic in how it is written. The provision of cross-chapter references and additional readings makes it very useful. Amanda Denston, Senior Lecturer in Literacy, Massey University in New Zealand.
This proves to be a very comprehensive text to understand the basics of teaching English, including dialogic teaching and developing talk as key aspects of literacy instruction as well as different drama methods. Susan Sandretto, Associate Professor, College of Education, University of Otago, Dunedin, New Zealand
The coverage of standard English and accent, bullet-pointed practice points at the end of each chapter as well as useful references to multilingualism make this book a helpful resource for all English teachers. Rebecca Simpson-Hargreaves, Lecturer in Education, University of Manchester
This book is great for beginning teachers as well as first time tertiary learners trying to understand Western theoretical perspectives The extra reading material and coverage of the basics for students in one book make it a handy resource since educators often have to use more than one resource to cover all of the topics across the levels of literacy. Rachel Martin, Senior Lecturer, Otago University, Aotearoa New Zealand
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