The National Literacy Strategy and knowledge about language in the English school curriculum

Clark, Urszula I.L. (2005). The National Literacy Strategy and knowledge about language in the English school curriculum. English Teaching, 4 (3), pp. 339-351.

Abstract

In “The English Patient: English Grammar and teaching in the Twentieth Century”, Hudson and Walmsley (2005) contend 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: 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
Published Date: 2005-12
Authors: Clark, Urszula I.L. ( 0000-0002-3337-379X)

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