At a time when the government is urging English schools to implement a particular approach to the teaching of phonics, this book offers teachers and student teachers a practical, informed and balanced overview on the role of phonics in learning to read. With contributions from leading literacy experts the book includes chapters on
Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions, and educational settings. Genre in a Changing World provides a wide-ranging sampler of the remarkable variety of current work.
Bilingualism in Development describes research on the intellectual development of bilingual children, showing how it is different from that of monolingual children. The focus is on preschool children, examining how they learn language, how they acquire literacy skills, and how they develop problem-solving ability in different domains. It is unique in that it assembles a wide range of research on children's development and interprets it within an analysis of how bilingualism affects that development. It is the only book to interpret this large research from a single theoretical perspective, leading to coherent conclusions
The articles collected in this volume draw on or relate to a body of work that has become known as the 'New Literacy Studies' (NLS), which studies literacy as situated semiotic practices that vary across sites in specific ways that are socially shaped. The collection offers a body of empirically and theoretically based papers on literacy ethnography as well as providing engagements with critical issues around literacy and education.
This book will to help student and practicing teachers to understand the issues surrounding literacy, the place of transition in pupils' lives, and to feel confident in handling the National Literacy Strategy.
The book focuses on the crucial period when children complete primary schooling and begin in secondary schools. It examines the issue of transition from one phase to the other and specifically, the nature of literacy at this period. The authors contrast the `whole school' approach of primaries to the very subject-specific nature of secondary teaching.
The authors set the NLS in perspective, reviewing earlier movements such as Language aross the Curriculum and the NLS itself. They offer a critique of the strategy and outline its strengths and weaknesses. The book sets out evidence of the way schools are reacting to the NLS, and what classroom teachers and their pupils think. Its coverage is comprehensive and includes focus on primary, secondary and middle schools, the teaching of literacy and English, the role of ICT, as well as important areas such as media education, drama and modern foreign languages.
This book will be useful to education students and to practicing teachers in primary and secondary schools.
