Rhetoric and Practice in English Teaching
Autor: | Mary Bousted |
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Rok vydání: | 2000 |
Předmět: |
050101 languages & linguistics
Linguistics and Language Literature and Literary Theory business.industry media_common.quotation_subject 05 social sciences Oracy 050301 education English studies 06 humanities and the arts Language and Linguistics Education Personal development Reading (process) Pedagogy Standard English Rhetoric Mathematics education Rhetorical question 0501 psychology and cognitive sciences Ideology Sociology business 0503 education media_common |
Zdroj: | English in Education. 34:12-23 |
ISSN: | 1754-8845 0425-0494 |
DOI: | 10.1111/j.1754-8845.2000.tb00567.x |
Popis: | The empirical data collected for this article are derived from an analysis of the ideology and practice of English teachers working in three contrasting secondary schools. The analysis of the data reveals the following findings. The concept of personal growth, expressed in the pedagogy advocated by the London School, retains its ability to provide, for contemporary teachers of English, an underpinning rationale for their work. The pedagogical practices advocated by the London School writers - the use of oracy, the reading of contemporary children's literature and the drafting process - are supported by the respondents. Observation of lessons reveals that the respondents, through their use of mediating practices, are able to ‘deliver’ the cultural products of standard English and the literary canon in ways which retain elements of the process-based pedagogy advocated by the London School writers. The respondents do not, however, recognise this aspect of their classroom practice in their rhetorical representation of their work. The article concludes with the argument that the demand, by powerful external agencies, for the subject of English to furnish each new generation with icons of cultural stability in the form of spoken and written standard English and a knowledge of the literary heritage, has not declined. A less oppositional response on the part of English teachers to the demand that the subject deliver the cultural products outlined above, based upon a recognition of their use of mediating practices, may, it is argued, provide a means whereby the practitioners of the subject gain more control over its present condition and its future direction. |
Databáze: | OpenAIRE |
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