Originally published in 1992. This book is designed to help the teacher facing the challenge posed by multi-ethnic, multi-cultural, multi-language classes. The contributions, from teachers and Higher Education tutors, are based on experience and research in this area and their emphasis is practical with theoretical support being provided where relevant. Part one considers issues of difference, including looking at oral language development, issues of assessment, and the particular needs of traveller children, among other topics. The second part looks at stories and books while the third looks at active language use in writing and drama. Part four suggests useful resources.

First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1990, Children with Literacy Difficulties presents the work of a number of teachers with considerable experience of helping children with problems. The difficulties which some children experience in the area of reading have often been considered separately from the same children's possible problems in the areas of writing, spelling, and handwriting. This is no longer realistic. Nowadays most teachers appreciate the importance of linking all teaching in the language field. As a result, throughout the school, it should become impossible to erect barriers between oral dialogue, writing (both by hand and using the computer) and reading. All these aspects receive attention in the book. This book is an essential read for teachers and researchers of primary & secondary education, teaching and learning, school education and education in general.

This invaluable Guide surveys the key critical works and debates in the vibrant field of children's literature since its inception. Leading expert Pat Pinsent combines a chronological overview of developments in the genre with analysis of key theorists and theories, and subject-specific methodologies.

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

A collection of poetry and prose, quotations and quips, humour, wisdom and spiritual insight for women of all ages. Wide ranging in its focus and contemporary in its concerns, it touches on: the ages and stages of a woman's life: childhood and youth, love, marriage, motherhood, family, work, maturity, a woman's loves: home and hospitality, friendship, creativity, creation, laughter, a woman's longings: spiritual growth, equality, justice, journey and pilgrimage, vocation, and fulfilment. It celebrates all the things that enrich women's lives, and at the same time gives voice to their articulate and passionate dreams for a fairer world.

This book seeks to help teachers ensure that children develop an awareness of the prejudice expressed in books and other reading material that they encounter. Political correctness in this area is easily caricatured, yet more needs to be done to ensure that children's books deal fairly with bias in relation to gender, race, language disability, and age. The author reviews recent work which aims to counter prejudice in children's literature and traces the historical and theoretical basis of this work. Equality issues and stereotyping in a wide range of books -- old and new, popular and classic -- are also discussed.

The focus throughout the text is on the practical ways in which teachers and librarians can help children to develop an awareness of bias, so that they are less likely to adopt the prejudices consciously or subconsciously expressed by the authors they experience.

This invaluable Guide surveys the key critical works and debates in the vibrant field of children's literature since its inception. Leading expert Pat Pinsent combines a chronological overview of developments in the genre with analysis of key theorists and theories, and subject-specific methodologies.

This extensively illustrated book is a collection of the papers given at the 2007 annual conference of the British section of the International Board on Books for Young People (IBBY) and the National Centre for Research in Children's Literature (NCRCL) MA course, Roehampton University London. It reflects the convictions of the editors and the participants that picture books and other illustrated texts for children are vitally important as substance for academic debate, and that people in the English speaking world are far too often ignorant of the wealth of literary and artistic material deriving from other cultures and traditions. The papers explore the diversity of modern children's book illustration and consider its potential as a space for cultural dialogue and exchange. They also look at ways in which illustrations are themselves histories of art and style, arising from cultural tradition, and the extent to which they enable us to traverse boundaries and dissolve barriers. The sections into which this volume is divided to some extent represent different areas of debate: the work of illustrators from Europe and from the rest of the world, and the response to such books by their youthful primary audience. Attention is also paid to some of the new talent in the area of children's book illustration. While it would be impossible for any book to convey the richness of the visual experience of the conference, we hope that the illustrations may go some way towards recreating it.