ISSN:0425-0494    

DOI:10.1111/j.1754-8845.1996.tb00113.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThis article questions some popular cultural assumptions about the nature of everyday discourse. It claims that such discourse is in fact richly metaphorical and that, through the operation of metaphor, we fictionalise ourselves as we talk. Because literary writing has dominated our culture and curriculum, English teachers have not been encouraged to explore an aspect of language that is at the core of how we think and behave.

ISSN:0425-0494    

DOI:10.1111/j.1754-8845.1996.tb00114.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThis article is based on sociolinguistic research on multilingual adolescent friendship groups in England. It first describes some of the ways in which youngsters made use of one another's languages. It then discusses the relationship between this ‘language crossing’ and racism, suggesting that these processes of linguistic exchange point to the emergence of what Hall calls ‘new ethnicities’, grounded in an acceptance of multiracial difference. The last part of the article briefly points to some of the connections between this new interethnic sensibility and

ISSN:0425-0494    

DOI:10.1111/j.1754-8845.1996.tb00115.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThe writer argues that a fresh look at some aspects of reader‐response theories could have a revitalising effect on classroom practices. If we want pupils to respond to texts, we should make more use of what happens while they read, helping them to become self‐conscious readers. The writer exemplifies some reader‐response strategies through his own responses to a short story by AS. Byatt. Implications and suggestions for classroom activities are sugg

ISSN:0425-0494    

DOI:10.1111/j.1754-8845.1996.tb00116.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThis article examines the development and assessment of communication skills at GNVQ. It does this by reflecting on a project using multi‐media technology to deliver communication skills to ESOL students. The author argues that current models of communication skills in GNVQ can be narrow and limiting and suggests that stimulating imaginative uses of language is more constructive in raising student confidence and achievemen

ISSN:0425-0494    

DOI:10.1111/j.1754-8845.1996.tb00117.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Teaching and Learning Argument, by Richard Andrews CassellCompeting and Consensual Voices: The Theory and Practice of Argument, edited by Patrick J.M. Costello and Sally MitchellWriting the Future: English and the Making of a Culture of lnnovation, by Gunther Kress NATETowards 2000: The Future of Childhood, Literacy and Schooling, edited by Ed Marum FalmerPathways to Literacy: Children, Teachers and Learning, by Trevor H. CairneyFamily Involvement in Literacy: Effective Partnerships in Education, edited by Sheila Wolfendale and Keith Topping

ISSN:0425-0494    

DOI:10.1111/j.1754-8845.1996.tb00118.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY