This book comprises reflections by experienced scholar teachers on
the principles and practice of higher education English teaching.
In approaching the subject from different angles it aims to spark
insights and to foster imaginative teaching. In the era of audit,
and the Teaching Excellence Framework it invites teachers to return
to the sources of their own teaching knowledge. The shift from a
student-centred to a research-centred paradigm has particular
implications for a discipline which prides itself on its teaching,
and has always had teaching and dialogue at its heart. One which
also talks across the tertiary / secondary border to the cognate
(though different) subject called 'English' in school. The argument
which informs this book, and which is developed in the individual
chapters, is that the future of the subject relies not alone upon
fostering communities of 'research excellence', but on re-awakening
and reviving its pedagogic traditions.
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