Classic comedy starring George Formby as a man who heads to London in search of fame only to find himself accused of murder. George Trotter (Formby) is convinced he will make it on stage and duly checks in at Ma Tubbs (Hilda Mundy)'s theatrical boarding house. Unfortunately for George, when the performer in the next room, acrobat Tom Driscoll (Dennis Wyndham), is found murdered, George is Chief Inspector Twyning (Ian Fleming)'s prime suspect. Can George find out the true identity of the killer, or will his attempts to solve the case only provide further evidence for the police to use against him?

1940s comedy starring George Formby as a junior council employee who gets caught up in a town planning dispute. There should be unity and happiness in the small town of Tangleton - the war has just been won and plans can be made to rebuild the town for a better future. However, when the council tea boy, George Gribble (Formby), is sent to conduct a survey on how the townspeople feel about the council's proposed post-war 'improvements' he is surprised to discover just how poor and unhappy the ordinary people of Tangleton are. When the bigwigs on the council decide to bury the survey and proceed with the plans anyway, George teams up with an eccentric inventor, Sir Timothy Strawbridge (Robertson Hare), and his charming daughter, Jane (Elizabeth Allan), to give a voice to the town's poor and downtrodden.

Adopting a ‘social practice’ approach to literacy research based on ethnographic methods, this book provides a strong critique of dominant understandings of the role of literacy in the lives of adults in Australia. It explores how groups of working-class adults can manage the literacy practices of their everyday lives by drawing on social networks of support. It is based on research conducted by the author over a forty-year career in adult literacy education, featuring the voices of varied adult groups, including: prisoners, the long-term unemployed, local council workers, manufacturing workers, adult literacy students, marginalised young people, vocational students, and patients living with a chronic illness (type 2 diabetes). Each chapter explains how dominant society views these adult groups in relation to literacy, and provides a qualitative examination at the local level of how members of these groups manage the literacy practices of their everyday lives.

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There is widespread concern in all English speaking countries at the rapid decline in study of languages. The promise of 'languages for all' in the UK and North America in the 1970s marked a shift from languages as elite subjects for the privileged few, but this promise has not been fulfilled. This book explores the reasons for and solutions to this decline. More importantly, it looks at how these trends have been reversed in successful school programs and the implications of this for language education policy makers. The study draws on an analysis of data from 600 primary, secondary and community languages schools over six years and from detailed case studies in a representative sample of 45 successful schools. The book proposes a range of strategies to address the decline: from engaging classroom learning, assessment outcomes and embedding languages as central in school curriculum on the one level, to a mix of incentives and mandation for language study, especially at upper secondary school level. The authors explore the impact of learning languages on the thinking, educational experiences and outcomes of young people across a range of ethnic backgrounds and socioeconomic statuses. They show the importance of having equal access to languages study in a world where young people will have increasingly more diverse working lives and argue that the gap in languages between policy and uptake is really a gap in the thinking of policy makers and government.

There is widespread concern in all English speaking countries at the rapid decline in study of languages. The promise of 'languages for all' in the UK and North America in the 1970s marked a shift from languages as elite subjects for the privileged few, but this promise has not been fulfilled. This book explores the reasons for and solutions to this decline. More importantly, it looks at how these trends have been reversed in successful school programs and the implications of this for language education policy makers. The study draws on an analysis of data from 600 primary, secondary and community languages schools over six years and from detailed case studies in a representative sample of 45 successful schools. The book proposes a range of strategies to address the decline: from engaging classroom learning, assessment outcomes and embedding languages as central in school curriculum on the one level, to a mix of incentives and mandation for language study, especially at upper secondary school level. The authors explore the impact of learning languages on the thinking, educational experiences and outcomes of young people across a range of ethnic backgrounds and socioeconomic statuses. They show the importance of having equal access to languages study in a world where young people will have increasingly more diverse working lives and argue that the gap in languages between policy and uptake is really a gap in the thinking of policy makers and government.