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Eve Bearne, UKLA
If future teachers of English are to build on foundations of principle, rather than a hand-to-mouth pragmatism, then they need time to think. This is easier said than done, but it’s a principle well worth holding on to. While they are on their initial courses, it is essential that students learn how to reflect fruitfully on their practice and encounter some of the key ideas which guide English teaching. But what should they reflect on? Reflective practice needs some substance. The following list offers a starting point.
10 Things to Think About
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What being a reader, writer, listener and speaker can mean.
If student teachers understand some of the pleasures, frustrations and satisfactions involved in losing oneself in a book or being absorbed as a listener, in shaping ideas in writing or through talk, or letting the imagination roam, then they will know why it matters. Being a reading teacher means reading widely to build knowledge - and enjoyment - of poetry, picturebooks, novels, information texts, comics, magazines available for young readers now. Being a writing teacher means having experience of writing to capture fleeting ideas, to reflect, amuse, console, communicate.
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An awareness of 21st century texts and technologies.
This means knowing something about the texts which make up English beyond the written and spoken: the visual - television, videos, DVDs, computer games - and having experience of screen-based writing through word processing, weblogs, emails, text- and instant messaging.
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Creating a community of readers, writers, listeners and speakers.
All language is social, even if we talk to ourselves, and all English activities depend on talk. Talk about what we like to read - and what we don’t like. Talk about how writing is shaping up and how it might be improved. Talk to hammer out opinions or test out developing ideas. All of these thrive in an environment where risk is acceptable and failure is seen as part of learning.
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Building on what pupils know.
Young people bring a wealth of knowledge of texts to the classroom from their popular cultural preferences as well as more traditional reading and viewing. It’s always worth finding out what they know about how texts work, as well as their attitudes and preferences, to build future learning.
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Developing a critical approach.
Student teachers themselves need to read between the lines and behind the images, but they also need to help young readers, viewers and communicators to see how ideas are shaped and presented with a particular viewpoint or purpose in mind. This means establishing classroom practices which support questioning, debate and negotiation of meaning.
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Acknowledging and appreciating language diversity.
Language shifts over time, according to regions and in response to setting and occasion. These fluctuations can be the source of a great deal of intrigue and enjoyment. Talking about language, enjoying language, getting to know where it comes from, how it is affected by context and where it might be going extends knowledge about language and about people as diverse language users.
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Defending the complexities of English teaching and learning.
Rather than going down the path of separate teaching of language modes, this can mean developing integrated units of work which incorporate reading, writing, speaking and listening and, perhaps, drama and the use of visual texts. This feat of engineering is often baffling in its intricacy, but planning for a holistic approach can lead to greater coverage and more solid learning.
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A coherent view of assessment.
How does assessment for learning fit with planning? What is distinct about its role in relation to assessment of learning? Student teachers need to be introduced to all the tests and examinations which their pupils will encounter, but these need to be seen as part of the planning - teaching - learning - evaluating cycle.
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Making connections and developing partnerships.
This can include working with the communities which make up the school population as well as reaching out to the wider world of different cultures, through museums, galleries, libraries, theatres. Such links do not mean always leaving the school; much is to be gained from working with community groups, drama companies, writers and artists in school, library and resource services.
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Such a reflective view needs time and space to develop.
It is not easy. However, we hope that the material on this site will stimulate reflection which will in turn feed through into practice.
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