The Routledge International Handbook of English, Language and Literacy Teaching

Capa......Page 1
The Routledge international handbook of English language, and literacy teaching......Page 4
Contents......Page 6
List of Illustrations......Page 10
List of Contributors......Page 12
Acknowledgements......Page 25
1 Introduction......Page 26
Part 1: Reading......Page 34
2 Social and cultural infl uences on children’s motivation
for reading......Page 36
3 Literature for children......Page 47
4 Twenty fi rst century literature: opportunities, changes and challenges......Page 58
5 Reading and teaching short stories, based on process studies
and experimental research......Page 70
6 Comprehension instruction: merging two historically antithetical
perspectives......Page 83
7 The genre-specifi c nature of reading comprehension......Page 99
8 Morphological knowledge and learning to read in English......Page 112
9 Phonological development across different languages......Page 123
10 Interaction and learning to read: towards a dialogic approach......Page 135
Part 2: Writing......Page 148
11 Facilitating writing development......Page 150
12 Writing in the early years......Page 162
13 The ontogenesis of writing in childhood and adolescence......Page 171
14 Composition: cognitive, textual and social dimensions......Page 184
15 Rhythm and blues: making textual music with grammar
and punctuation......Page 195
16 Linguistic foundations of spelling development......Page 207
17 Handwriting and writing......Page 218
Part 3: Language......Page 228
18 Orality, literacy, and culture: talk, text, and
tools in ideological contexts......Page 230
19 Understanding language development......Page 241
20 Bilingualism and English language teaching......Page 253
21 Drama in teaching and learning language and literacy......Page 267
22 Classroom discourse: towards a dialogic pedagogy......Page 279
Part 4: Teaching English, language and literacy......Page 290
23 Critical approaches to teaching languages, reading
and writing......Page 292
24 Becoming culturally responsive: a review of learning
in fi eld experiences for prospective literacy educators......Page 307
25 The text environment and learning to read: windows and
mirrors shaping literate lives......Page 319
26 The relationship between home and school
literacy practices......Page 330
27 Gender and the teaching of English......Page 342
28 An outward, inward, and school-ward overview
of interactive communication technologies
across the literacy landscape......Page 353
29 Multimodality, literacy and school English......Page 367
30 A very long engagement: English and the
moving image......Page 379
31 Reading, writing and speaking poetry......Page 392
32 Overcoming fear and resistance when teaching Shakespeare......Page 404
33 Difficulties in learning literacy......Page 414
34 Classroom assessment of literacy......Page 426
35 Initial teacher preparation for reading instruction......Page 438
Part 5: English, language and literacy teaching: countries as contexts......Page 448
36 Comparative international studies of reading literacy:
current approaches and future directions......Page 450
37 Globalization and the international context for
literacy policy reform in England......Page 463
38 A tale of the two Special Administrative Regions (SARs)
of China: an overview of English language teaching
developments in Hong Kong and Macao......Page 473
39 Bilingual educational programmes in Indian schools:
addressing the English language needs of the country......Page 486
40 English in Scandinavia: a success story......Page 497
41 The teaching of English in Sub-Saharan Africa......Page 509
42 Recent federal education policy in the United States......Page 521
43 English in Australia and New Zealand......Page 533
44 English in England and Wales: knowledge and ownership......Page 543
Part 6: Conclusion......Page 554
45 Implications for research, policy and practice......Page 556
Index......Page 563