Literature, literacy and the discourses of English teaching: a case studyGoodwyn, A. and Findlay, K. (2002) Literature, literacy and the discourses of English teaching: a case study. L1-Educational Studies in Language and Literature, 2 (3). pp. 221-238. ISSN 1567-6617 Full text not archived in this repository. It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing. To link to this item DOI: 10.1023/A:1021386422638 Abstract/SummaryThis article examines the discourses of English teaching, and their implications for subject and literacy teaching and learning. Case study evidence is presented to illustrate the ways in which competing discourses are enacted in the classroom. We argue the need to critically examine the educational value of teacher discourses, which have an important impact on instructional practices and the quality of pupils' learning.
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