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Good and serious readers: the place of reading in the secondary English curriculum

Record type: Article

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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Citation

Domaille, Kate (2003) Good and serious readers: the place of reading in the secondary English curriculum The Conversation, 2, (3), pp. 59-71.

More information

Published date: December 2003
Keywords: children’s literature, secondary English teachers, framework strategy, reading

Identifiers

Local EPrints ID: 11233
URI: http://eprints.soton.ac.uk/id/eprint/11233
ISSN: 1175-8708
PURE UUID: 2de6eb43-e180-4e18-a301-a5744090f34f

Catalogue record

Date deposited: 05 Nov 2004
Last modified: 17 Jul 2017 17:04

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Contributors

Author: Kate Domaille

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