English in Urban Classrooms is a ground-breaking text that span a range of issues central to contemporary school English. 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, by institutions, and by 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 and 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, policy makers, linguists, and those interested in semiotics and multimodality.

In this ground breaking text, the authors span a range of issues central to contemporary school English. They collectively examine how English is shaped by policy, by institutions and by the social relations of the classroom. By connecting 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 and students' experiences of learning. The authors examine the spoken and written language of classrooms, alongside other modes of representation and communication and issues such as image, gesture, gaze, movement and spatial organisation are all examined through a timely multi-modal perspective. Those involved with education and the teaching of English will find this book a fascinating account of teaching and learning in urban classrooms, whilst policy shapers, linguists and anyone with an interest in semiotics and multimodality will find much here to enlighten them.