English in Urban Classrooms: a multimodal perspective on teaching and learning
English in Urban Classrooms: a multimodal perspective on teaching and learning
This book is forms the final report of an ESRC funded project 'The Production of School English', a collaborative project between the University of London Institute of Education, Keele University and the University of Southampton. It spans a range of issues central to contemporary school English, attending not only to the spoken and written language of the classroom, but also to other modes of representation and communication that are important in pedagogy, including image, gesture, gaze, movement and spatial organisation. It examines the way English is shaped by policy, by institutions, and by the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as:
the characteristics of urban multicultural schools;
teacher formation and tradition;
the way in which levels of differential ability is constructed among students in classroom interaction;
the institutional changes which have shaped school English, teachers' understanding of their roles, and students' experiences of learning.
Chapters include:- A social and political framework for thinking about English
- An explanation of multimodal semiotics as a new approach to understanding classroom interaction
- The organisation of time in the classroom;
- The pedagogic construction of ability
- The social production of 'character' as an entity in School English;
- A teacher's role in 'orchestrating' debate;
- Annotation as an activity in School English;
- The textual cycle of the English classroom.
Classroom interaction, multimodality, differential ability, English
0415331692
Kress, Gunther
a9988c1c-f71f-432b-b809-2ae9c21b6149
Jewitt, Carey
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Bourne, Jill
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Franks, Anton
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Hardcastle, John
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Jones, Ken
bbe2d8ad-90f3-4694-bb58-a3f45d27e3b4
Reid, Euan
83a9989d-e9b8-4b69-82bd-9c93203b6551
2005
Kress, Gunther
a9988c1c-f71f-432b-b809-2ae9c21b6149
Jewitt, Carey
ecdba3d5-8858-4183-94d6-09d0455c5580
Bourne, Jill
d42198c7-aad2-4f9e-b175-d1428aeb6660
Franks, Anton
840106e4-0078-4efe-9edd-c7890b371953
Hardcastle, John
3636952d-3008-415a-93b9-facd2355eb99
Jones, Ken
bbe2d8ad-90f3-4694-bb58-a3f45d27e3b4
Reid, Euan
83a9989d-e9b8-4b69-82bd-9c93203b6551
Kress, Gunther, Jewitt, Carey, Bourne, Jill, Franks, Anton, Hardcastle, John, Jones, Ken and Reid, Euan
(2005)
English in Urban Classrooms: a multimodal perspective on teaching and learning
,
London, UK.
RoutledgeFalmer, 184pp.
Abstract
This book is forms the final report of an ESRC funded project 'The Production of School English', a collaborative project between the University of London Institute of Education, Keele University and the University of Southampton. It spans a range of issues central to contemporary school English, attending not only to the spoken and written language of the classroom, but also to other modes of representation and communication that are important in pedagogy, including image, gesture, gaze, movement and spatial organisation. It examines the way English is shaped by policy, by institutions, and by the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as:
the characteristics of urban multicultural schools;
teacher formation and tradition;
the way in which levels of differential ability is constructed among students in classroom interaction;
the institutional changes which have shaped school English, teachers' understanding of their roles, and students' experiences of learning.
Chapters include:- A social and political framework for thinking about English
- An explanation of multimodal semiotics as a new approach to understanding classroom interaction
- The organisation of time in the classroom;
- The pedagogic construction of ability
- The social production of 'character' as an entity in School English;
- A teacher's role in 'orchestrating' debate;
- Annotation as an activity in School English;
- The textual cycle of the English classroom.
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More information
Published date: 2005
Keywords:
Classroom interaction, multimodality, differential ability, English
Identifiers
Local EPrints ID: 24194
URI: http://eprints.soton.ac.uk/id/eprint/24194
ISBN: 0415331692
PURE UUID: 2c8631af-7391-415e-b413-103c668782f1
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Date deposited: 31 Mar 2006
Last modified: 11 Dec 2021 14:50
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Contributors
Author:
Gunther Kress
Author:
Carey Jewitt
Author:
Jill Bourne
Author:
Anton Franks
Author:
John Hardcastle
Author:
Ken Jones
Author:
Euan Reid
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