Issues in English Teaching invites primary and secondary teachers of English to engage in debates about key issues in subject teaching.
The issues discussed include:
*the increasingly centralised control of the curriculum, assessment, and pedagogy in the school teaching of English in England and Wales as a result of initiatives such as the National Literacy Strategy
*new technologies which are transforming pupils' lived experience of literacy or literacies
*the accelerating globalisation of English and the independence of other versions of English from English Standard English. A National Curriculum with a nationalist perspective on language, literacy and literature cannot fully accommodate English
*what has become 'naturalised' and 'normalised' in English teaching, and the educational and ideological reasons for this
*hierarchies that have been created in the curriculum and pedagogy, identifying who and what has been given low status, excluded or marginalised in the development of the current model of English.
Issues in English Teaching will stimulate student teachers, NQTs, language and literacy co-ordinators, classroom English teachers and aspiring or practising Heads of English, to reflect on the identity or the subject, the principles and policies which, have determined practice, and those which should influence future practice.

Related link: http://www.routledgefalmer.com/textbooks< /a>

Student teachers have always worked with professionals during their teaching practice, but as teacher training becomes more school based, the role of the mentor has become much more important. Even newer is the emergence of the subject mentor.
This book is an examination of the nature of effective mentoring and its contribution to student teacher development. Part One of the book has a broad perspective and looks at policy developments and the differing approaches to teacher education. Part Two explores central issues which have emerged in the author's research with mentors. It identifies tendencies in subject mentoring which characterise the work of subject mentors in schools, and key aspects of mentoring are examined, such as collaborative teaching, observation and the practice of discursive mentoring.

eBook available with sample pages: 020344129X

Student teachers have always worked with professionals during their teaching practice, but as teacher training becomes more school based, the role of the mentor has become much more important. Even newer is the emergence of the subject mentor. This book is an examination of the nature of effective mentoring and its contribution to student teacher development. Part One of the book has a broad perspective and looks at policy developments and the differing approaches to teacher education. Part Two explores central issues which have emerged in the author's research with mentors. It identifies tendencies in subject mentoring which characterise the work of subject mentors in schools, and key aspects of mentoring are examined, such as collaborative teaching, observation and the practice of discursive mentoring.

Margaret Atwood enjoys a unique prominence in Canadian letters. With over thirty books to her credit, in genres ranging from children's writing to dystopic novels, she is as creatively diverse as she is internationally acclaimed. Her success, however, has been double-edged: the very popularity that makes her such a prominent figure in the literary world also renders her vulnerable to claims of being a 'sell-out', as she relates in her Empson lectures. "The Open Eye" negotiates the space between these positions, acknowledging Atwood's remarkable achievement while considering how it impacts on national politics and identity. The range of perspectives in this volume is stimulating and enlightening. "The Open Eye" begins with a focus on Atwood as she presents herself and is presented in Canada and abroad, and then proceeds to consider, more broadly, the intersection of life and literature that Atwood's works and persona effect. It offers fresh insight into Atwood's early writing, redresses the critical void regarding her poetry and shorter prose pieces, and provides a critical base from which readers can assess Atwood's most recent novels. A common thread throughout these essays is the recognition of Atwood's importance in the literary realm in general, and in Canadian literature more particularly.

"At the Speed of Light There is Only Illumination" collects a dozen re-evaluative essays on Marshall McLuhan and his critical and theoretical legacy; from intellectual adventurer creating a complex architecture of ideas to cultural icon standing in line in Woody Allen's Annie Hall. Given McLuhan's prominent status in many academic disciplines, the contributors reflect a multi-disciplinary background. John Moss and Linda Morra chose the essays from a gathering of McLuhan's academic devotees. The contribution - from "McLuhan as Medium" and "McLuhan in Space" to "What McLuhan Got Wrong" and "Trouble in the Global Village" - to provide a kaleidoscope of new views. As Moss writes of the collected essays: "Some are big and some are small, some exegetic and some confessional, some stand as major statements and others are sidelong glances; some resonate with the concerns of public discourse and others are private or privileged or impious and provocative. Each consists of many parts, each a design on its own. They speak to each other...they may have come together as one version of what happened."

(Essential Elements Band Folios). As a follow up to the popular Movie Favorites, this eagerly awaited collection features the hottest movie themes arranged for full band or individual soloists (with optional accompaniment CD). In the student books, each song includes a page for the full band arrangement as well as a separate page for solo use. Includes: Pirates of the Caribbean, Mission: Impossible Theme, My Heart Will Go On, Zorro's Theme, Music from Shrek, May It Be, You'll Be in My Heart, The Rainbow Connection, Also Sprach Zarathustra and Accidentally in Love .

Issues in English Teaching invites primary and secondary teachers of English to engage in debates about key issues in subject teaching.
The issues discussed include:
*the increasingly centralised control of the curriculum, assessment, and pedagogy in the school teaching of English in England and Wales as a result of initiatives such as the National Literacy Strategy
*new technologies which are transforming pupils' lived experience of literacy or literacies
*the accelerating globalisation of English and the independence of other versions of English from English Standard English. A National Curriculum with a nationalist perspective on language, literacy and literature cannot fully accommodate English
*what has become 'naturalised' and 'normalised' in English teaching, and the educational and ideological reasons for this
*hierarchies that have been created in the curriculum and pedagogy, identifying who and what has been given low status, excluded or marginalised in the development of the current model of English.
Issues in English Teaching will stimulate student teachers, NQTs, language and literacy co-ordinators, classroom English teachers and aspiring or practising Heads of English, to reflect on the identity or the subject, the principles and policies which, have determined practice, and those which should influence future practice.

Related link: http://www.routledgefalmer.com/textbooks< /a>
eBook available with sample pages: 0203021517

Celtic Places' are typified by some several hundred townships and villages whose names still bear the imprint of their earliest Celtic roots, but the scope of the book is not restricted to human settlements; it is also true of the many mountains and rivers that they named, and to several thousand sites of standing stone monuments, Celtic high crosses, henges, hill figures, funeral barrows and hillforts, which are all included in the book. What they all have in common is that they reflect the rich cultural heritage that was implicit in the names of places in the British Isles and Ireland as it existed before the Romans arrived.

This is an irreverent outsider's view of Ireland and its language, landscape and society. The author also reflects on Canada from his temporary exile.

The origin of the names of many English towns, hamlets and villages date as far back as Saxon times, when kings like Alfred the Great established fortified borough towns to defend against the Danes. A number of settlements were established and named by French Normans following the Conquest. Many are even older and are derived from Roman placenames. Some hark back to the Vikings who invaded our shores and established settlements in the eighth and ninth centuries. Most began as simple descriptions of the location; some identified its founder, marked territorial limits, or gave tribal people a sense of their place in the grand scheme of things. Whatever their derivation, placenames are inextricably bound up in our history and they tell us a great deal about the place where we live.

For better or worse, what we are is often determined by our family; the events that occurred many years before we were born, and the choices that were made by our forebears are our inheritance - we are the inexorable product of family history. So it is with nations. The history of Great Britain has been largely defined by powerful and influential families, many of whose names have come down to us from Celtic, Danish, Saxon or Norman ancestors. Their family names fill the pages of our history books; they are indelibly written into the events which we learned about at school. Iconic family names like Wellington, Nelson, Shakespeare, Cromwell, Constable, De Montfort and Montgomery there are innumerable others. They reflect the long chequered history of Britain, and demonstrate the assimilation of the many cultures and languages which have migrated to these islands over the centuries, and which have resulted in the emergence of our language. This book is a snapshot of several hundred such family names and delves into their beginnings and derivations, making extensive use of old sources, including translations of The Domesday Book and The Anglo-Saxon Chronicles, as well as tracing many through the centuries to the present day.

Detective Miranda Quin is not only fighting crime, she’s fighting for her life. The summer before 9/11, Toronto homicide detective Miranda Quin wakes up to find her lover dead beside her, yet has no memory of going to bed with him. Horrified by the results of the forensic investigation, the normally feisty Miranda moves through events in a daze while her partner, Detective David Morgan, offers support. Because Miranda is the prime suspect, neither she nor Morgan are able to pursue the case officially, freeing them from jurisdictional constraints. They find it impossible to avoid being pulled into the rush of events that follow from one mysterious death to another in a quirky narrative that brings in a New York policeman who reads Thoreau and a beautiful and dangerous European wine expert who is not what she appears to be. As the plot moves from Toronto to New York and London, a deadly fraud leads to explosive revelations of drug smuggling as a cover for international terrorism.

The discovery of two headless corpses dressed in colonial clothing and locked in a grisly embrace draws Detectives Miranda Quin and David Morgan of the Toronto Police Service into a Gothic mixture of sex and death that ultimately threatens their survival. What if the difference between good and evil is only perception? Beginning with morbid curiosity, Miranda and Morgan get caught up in a story of inspired depravity. Through revelations in such diverse locations as a Toronto demolition site, a lonely farmhouse on Georgian Bay, the crypt of a derelict church, and inside the murky depths of a shipwreck, this perverse account of love, lust, and murder builds to a horrific crescendo. Seduced by their own personal demons, Quin and Morgan might not find their considerable skills and strong bonds enough this time to help them overcome the terrors that await.