Teaching children to develop as language users is one of the most important tasks of a primary school teacher. However, many trainee teachers begin their careers with a low knowledge base. Language Knowledge for Primary Teachers is the reader friendly guide designed to address this. This book provides a clear explanation of the knowledge and understanding required by teachers to implement the objectives of the National Curriculum for English. It reveals how an explicit knowledge of language can enrich their own and their children's spoken English. It will give teachers confidence in developing children's enjoyment and comprehension of reading and writing so children can use their language skills in the real world. Updated to include references to the new curriculum, this book explores: The importance of subject knowledge in supporting children in language and literacy; Language knowledge within the context of authentic and meaningful texts, from fiction to 'Facebook'; The links between subject knowledge and real teaching situations; New areas on talk and dialogic learning; Increased emphasis on ICT and cross-curricular study. This book will appeal to all trainee and newly qualified teachers needing to achieve both the demands of subject knowledge for Qualified Teacher Status, and a firm understanding of the expectations of the National Curriculum for English.

Wilson and Scanlon focus on enhancing the reading skills of the pupils whom you support, analyzing how you can develop their skills, offering advise and guidance on a variety of learning styles and a breakdown of reading principles.

Teaching children to develop as language users is one of the most important tasks of a primary school teacher. However, many trainee teachers begin their careers with a low knowledge base. Language Knowledge for Primary Teachers is the reader friendly guide designed to address this. This book provides a clear explanation of the knowledge and understanding required by teachers to implement the objectives of the National Curriculum for English. It reveals how an explicit knowledge of language can enrich their own and their children's spoken English. It will give teachers confidence in developing children's enjoyment and comprehension of reading and writing so children can use their language skills in the real world. Updated to include references to the new curriculum, this book explores: * The importance of subject knowledge in supporting children in language and literacy; * Language knowledge within the context of authentic and meaningful texts, from fiction to Facebook'; * The links between subject knowledge and real teaching situations; * New areas on talk and dialogic learning; * Increased emphasis on ICT and cross-curricular study. This book will appeal to all trainee and newly qualified teachers needing to achieve both the demands of subject knowledge for Qualified Teacher Status, and a firm understanding of the expectations of the National Curriculum for English.

This eclectic collection interrogates boundaries with reference to nineteenth and twentieth-century literature, performance, music and film from a diverse range of critical and theoretical perspectives. The authors probe the issue of negotiating boundaries in their innovative and imaginative investigations of science in Dickens, Eliot and Pater; narrative in Hawking and Weinberg; Bakhtin and the feminization of translation; lesbian romance by Jeanette Winterson; transitional females in migrant postcolonial fiction; pedagogy in South Africa; materiality and hypertext; the semiotic and money in Jay McInerney; the role of clichT in Beckett; music in Wim Wenders; the 'real' in fiction, theory and performance; creative and academic writing; politics and aesthetics. Original contributions by Terry Eagleton and Sally Shuttleworth support this volume's exciting challenge to established boundaries and help to make it a scintillating and thought-provoking read.