The subject English has always been wide-ranging, inclusive and
eclectic: hardly surprising in that it is based on a vividly elusive
entity – a living language. There are both positive and negative aspects
to this breadth, in terms of the teaching of
English: positive in the infinitely resourceful possibilities of the creative English classroom; perhaps more negative in the uncertainty of what precisely constitutes the subject English – what, in these terms, should actually be taught in its name. The purpose of these pages is to emphasize the positive, whilst acknowledging and, hopefully, clarifying the elusiveness of the subject. But this very diversity can also seem dauntingly confusing, especially given the breadth of degree subjects with which English teachers now enter the profession. At its simplest, those whose degree was primarily literature based may wonder how they are going to meet the requirement to teach grammar (particularly if specific knowledge of language was not part their own English curriculum at school). Conversely, students with a language degree may have concerns about teaching Shakespeare or other aspects of literature. Our starting point therefore must be positive; you need to think first about the strengths in English which you bring to the profession before concentrating on areas for development. These strengths need not just be related to your academic qualifications but may derive from diverse interests, walks of life or other professional and personal experience – and in this English teachers reflect and model the nature of the English classroom and what pupils themselves bring to it.
English: positive in the infinitely resourceful possibilities of the creative English classroom; perhaps more negative in the uncertainty of what precisely constitutes the subject English – what, in these terms, should actually be taught in its name. The purpose of these pages is to emphasize the positive, whilst acknowledging and, hopefully, clarifying the elusiveness of the subject. But this very diversity can also seem dauntingly confusing, especially given the breadth of degree subjects with which English teachers now enter the profession. At its simplest, those whose degree was primarily literature based may wonder how they are going to meet the requirement to teach grammar (particularly if specific knowledge of language was not part their own English curriculum at school). Conversely, students with a language degree may have concerns about teaching Shakespeare or other aspects of literature. Our starting point therefore must be positive; you need to think first about the strengths in English which you bring to the profession before concentrating on areas for development. These strengths need not just be related to your academic qualifications but may derive from diverse interests, walks of life or other professional and personal experience – and in this English teachers reflect and model the nature of the English classroom and what pupils themselves bring to it.
