Bernstein's theory of pedagogic discourse: linguistics, educational policy and practice in the UK English/literacy classroom


In “The English Patient: English Grammar and teaching in the Twentieth Century”, Hudson and Walmsley (2005) contens that the decline of grammar in schools was linked to a similar decline in English universities, where no serious research or teaching on English grammar took place. This article argues that such a decline was due not only to a lack of research, but also because it suited educational policies of the time. It applies Bernstein’s theory of pedagogic discourse (1990 & 1996) to the case study of the debate surrounding the introduction of a national curriculum in English in England in the late 1980s and the National Literacy Strategy in the 1990s, to demonstrate the links between academic theory and educational policy.

Divisions: Languages & Social Sciences > English
Languages & Social Sciences > Centre for Critical Inquiry into Society and Culture (CCISC)
Languages & Social Sciences
Languages & Social Sciences > Centre for Language Research at Aston (CLaRA)
Additional Information: Copyright of the University of Waikato. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.
Uncontrolled Keywords: grammar,English,pedagogic discourse,National Literacy,Strategy,educational policy
PURE Output Type: Article
Published Date: 2005-12
Authors: Clark, Urszula I. ( 0000-0002-3337-379X)

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