English in Urban Classrooms

A Multimodal Perspective on Teaching and Learning

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book English in Urban Classrooms by Jill Bourne, Anton Franks, John Hardcastle, Carey Jewitt, Ken Jones, Gunther Kress, Euan Reid, Taylor and Francis
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Author: Jill Bourne, Anton Franks, John Hardcastle, Carey Jewitt, Ken Jones, Gunther Kress, Euan Reid ISBN: 9781134322664
Publisher: Taylor and Francis Publication: November 30, 2004
Imprint: Routledge Language: English
Author: Jill Bourne, Anton Franks, John Hardcastle, Carey Jewitt, Ken Jones, Gunther Kress, Euan Reid
ISBN: 9781134322664
Publisher: Taylor and Francis
Publication: November 30, 2004
Imprint: Routledge
Language: English

English in Urban Classrooms is a ground-breaking text that spans a range of issues central to school English today. It extends not only to the spoken and written language of classrooms, but also to other modes of representation and communication that are important in English teaching. This includes image, gesture, gaze, movement and spatial organisation.

The team of experienced and expert authors collectively examine how English is shaped by policy, institutions and 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 multi-cultural schools
  • teacher formation and tradition
  • the ethos of school English departments
  • the institutional changes that have shaped school English in urban classrooms
  • students' experiences of learning.

This book offers a fascinating and enlightening read, not only to those involved in English teaching, but also to educational researchers, policymakers, linguists and those interested in semiotics and multi-modality.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

English in Urban Classrooms is a ground-breaking text that spans a range of issues central to school English today. It extends not only to the spoken and written language of classrooms, but also to other modes of representation and communication that are important in English teaching. This includes image, gesture, gaze, movement and spatial organisation.

The team of experienced and expert authors collectively examine how English is shaped by policy, institutions and the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as:

This book offers a fascinating and enlightening read, not only to those involved in English teaching, but also to educational researchers, policymakers, linguists and those interested in semiotics and multi-modality.

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