Teaching English, Language and Literacy
Routledge – 2013 – 344 pages
‘This book is comprehensive, up-to-date, critical and authoritative. It is also, above all, well written. It will undoubtedly become standard reading for the next generation of teachers in training and practising teachers will also learn a great deal from dipping into its contents.' - David Wray, Professor of Literacy Education, University of Warwick
‘[A] well organised and comprehensive guide to the teaching of English and the teaching of language’ Margaret Mallett - Emeritus Fellow of The English Association
Are you looking for one book that covers every aspect of the teaching of English at primary level?
Now fully updated, this third edition of Teaching English, Language and Literacy includes brand new chapters on children’s literature and reading comprehension. Rooted in research evidence and multidisciplinary theory, this book is an essential introduction for anyone learning to teach English from the early years to primary school level.
The authors draw on their research, scholarship and practice to offer advice on:
All the chapters include clear examples of practice, coverage of key issues, analysis of research, and reflections on national policy to encourage the best possible response to the demands of national curricula. Each chapter also has a glossary to explain terms and gives suggestions for further reading.
This book is for all who want to improve teaching English, language and literacy. Designed to help inform the practice of students on teacher training courses, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject, this book covers the theory and practice of teaching English, language and literacy.
'This is a book that should be on the shelves of all trainee teachers and all teacher-trainers across the country – including those responsible for NQTs: it is thorough, it offers a balanced perspective on so many of the key issues facing schools, and it provides a context in which a sensible, informed debate can be conducted.' - John Hickman, NATE Secondary Committee
Part 1 1. Introduction 2. Learning and Language 3. Children's Literature Part 2: Language 4. The development of language 5. Accent, dialect and Standard English 6. Planning for talk 7. Drama 8. Assessing talk Part 3: Reading 9. The development of reading 10. Listening to children read 11. Supporting Comprehension 12. Phonics 13. Routines for reading 14. Reading Difficulties 15. Assessing reading Part 4: Writing 16. The development of writing 17. Routines for Writing 18. Spelling 19. Handwriting 20. Punctuation 21. Grammar 22. Assessing writing Part 5: General issues 23.Planning 24. Home/school links 25. Information and communications technologies (ICTs) and Multimedia 26. Supporting black and multilingual children 27. Gender and the teaching of English Appendix – Methodology used to determine stages of development in reading and writing Index
Dominic Wyse is Professor of Early Childhood and Primary Education at the Institute of Education (IOE) at the University of London.
Russell Jones is Senior Lecturer in Education and Childhood Studies at Manchester Metropolitan University.
Helen Bradford is an Affiliated Lecturer at the Faculty of Education, University of Cambridge.
Mary Anne Wolpert is an Affiliated Lecturer at the Faculty of Education, University of Cambridge.