Literature, Literacy and History  

Oleh:

Burgess, Tony

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Changing English: Studies in Culture and Education (Full Text) vol. 1 no. 1 (1994), page 54-66.
Fulltext: Changing English 1, 1,54 — 66.pdf (781.94KB)

Isi artikel

An emphasis on language and learning has shaped school English teaching in post-war years, and the attempt has been made to bring the disparate activities of English within a common framework. It is an emphasis which has always had its critics. The Leavisites were among the first of these. In a series of interventions in the 1970's, a number of teachers and lecturers disputed from the point of view of literature teaching the turn towards language, sensing this as a move away from literature and a retreat from English teaching's broad cultural mission (Allen, 1980; Whitehead, 1978). Following the publication of the Bullock Report, doubts about the adequacy of the view of language began to be raised by some working in linguistics. Where, before, linguistics had been offered as a guide 'behind the teacher's shoulder', knowledge about language came increasingly to be counterposed to mainstream English teaching, in the line which stretched from David Crystal's (1986, first published 1976) 'Child Language in Education' and on into the (1988) Kingman Inquiry. Concentrating on process misdirected teachers and children, it was claimed, and diverted attention from the forms of language. Then, as the case built up for traditional grammar, in the political climate of the 1980's, it could seem that English had lost confidence in its content. A new injection from linguistics was required in order to strengthen teachers in withstanding prejudice and ignorance in public discussion of language at large.

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