Good and serious readers: the place of reading in the secondary English curriculum
Good and serious readers: the place of reading in the secondary English curriculum
This article explores three different areas connected to how trainee English teachers approach teaching fiction in early secondary classrooms in the UK. It begins with exploring the prior knowledge and experience trainee teachers bring to the training year and details some of the training experience they encounter in one particular course. The article progresses with a brief analysis of different philosophies for teaching reading: the central government strategy for raising standards in literacy, and an experiential model of teaching reading which allows for submersion in narrative without study. The latter position is not a pedagogic one as much as a discursive one offered by prominent authors and framed by the national press. Despite its detachment from government strategies it is a powerful discourse in terms of the way English teaching has been argued for and shaped in the past. In two case studies at the end I detail how trainee teachers negotiate their approaches to teaching texts between all of these positions and leave open for debate what the future of teaching reading in English classrooms might be.
children’s literature, secondary English teachers, framework strategy, reading
59-71
Domaille, Kate
ef9db940-1e11-4254-b1a3-cfced0392e0a
December 2003
Domaille, Kate
ef9db940-1e11-4254-b1a3-cfced0392e0a
Domaille, Kate
(2003)
Good and serious readers: the place of reading in the secondary English curriculum.
English Teaching: Practice and Critique, 2 (3), .
Abstract
This article explores three different areas connected to how trainee English teachers approach teaching fiction in early secondary classrooms in the UK. It begins with exploring the prior knowledge and experience trainee teachers bring to the training year and details some of the training experience they encounter in one particular course. The article progresses with a brief analysis of different philosophies for teaching reading: the central government strategy for raising standards in literacy, and an experiential model of teaching reading which allows for submersion in narrative without study. The latter position is not a pedagogic one as much as a discursive one offered by prominent authors and framed by the national press. Despite its detachment from government strategies it is a powerful discourse in terms of the way English teaching has been argued for and shaped in the past. In two case studies at the end I detail how trainee teachers negotiate their approaches to teaching texts between all of these positions and leave open for debate what the future of teaching reading in English classrooms might be.
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Published date: December 2003
Keywords:
children’s literature, secondary English teachers, framework strategy, reading
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Local EPrints ID: 11233
URI: http://eprints.soton.ac.uk/id/eprint/11233
ISSN: 1175-8708
PURE UUID: 2de6eb43-e180-4e18-a301-a5744090f34f
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Date deposited: 05 Nov 2004
Last modified: 11 Dec 2021 13:38
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Author:
Kate Domaille
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