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Developing Language and Literacy in English across the Secondary School Curriculum

An Inclusive Approach

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  • © 2019

Overview

Authors:
  1. Urszula Clark

    1. Department of English, Aston University, Birmingham, United Kingdom

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  • Draws on original research to provide a set of curriculum guidelines for schools
  • Provides a bridge between academic theory and educational practice
  • Introduces teachers to theoretical advances in linguistic repertoires

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction: Language and Literacy Across the Secondary School Curriculum

    • Urszula Clark
    Pages 1-36

  3. Language, Literacy and Pedagogy

    • Urszula Clark
    Pages 37-88

  4. Devising and Implementing Whole School Literacy across the Curriculum (LAC) strategies in the 11 to 19 Secondary School Curriculum

    • Urszula Clark
    Pages 89-126

  5. Developing Literacy Across the Curriculum for Subject English

    • Urszula Clark
    Pages 127-157

  6. Developing Literacy Across the Curriculum for the Humanities: RE, History and Geography

    • Urszula Clark
    Pages 159-194

  7. Developing Literacy Across the Curriculum for Science and Maths

    • Urszula Clark
    Pages 195-217

  8. Conclusion

    • Urszula Clark
    Pages 219-235

  9. Back Matter

    Pages 237-265
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Keywords

About this book

This book draws on original research and a language based pedagogy approach to examine how secondary schools in the UK can devise and implement coherent language and literacy across curriculum policies and strategies, so that grammar and associated metalanguage becomes an integral part of their day to day curriculum practices. The research was undertaken in three 11 to 18 secondary schools in England, where the majority of students are categorised as having English as a second language (EAL), and where a significant minority are also socially disadvantaged in two of the three. The author argues that paying explicit attention to the linguistic structures through which subject knowledge is realised can be of benefit to all pupils in ways that are also socially just and democratic. This book provides an important bridge between academic theory and educational practice that will appeal to applied linguists and sociolinguists, as well as to teachers, teacher trainers and practitioners.





Reviews

“Developing language and literary in English across the secondary school curriculum provides the educational context for which an SFL-based approach is designed to help learners achieve the first type of critical understanding. … [This book] show the incredible reach and potential of SFL-based pedagogies. … the books show a high sensitivity to teachers’ beliefs, needs and realities.” (Anne McCabe, Language, Context and Text, Vol. 4 (1), 2022)

Authors and Affiliations

  • Department of English, Aston University, Birmingham, United Kingdom

    Urszula Clark

About the author

Urszula Clark is Professor of English and Linguistics at Aston University, Birmingham, UK.





Bibliographic Information

  • Book Title: Developing Language and Literacy in English across the Secondary School Curriculum

  • Book Subtitle: An Inclusive Approach

  • Authors: Urszula Clark

  • DOI: https://doi.org/10.1007/978-3-319-93239-2

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Social Sciences, Social Sciences (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2019

  • Hardcover ISBN: 978-3-319-93238-5Published: 02 August 2018

  • Softcover ISBN: 978-3-030-06618-5Published: 22 December 2018

  • eBook ISBN: 978-3-319-93239-2Published: 21 July 2018

  • Edition Number: 1

  • Number of Pages: XII, 265

  • Number of Illustrations: 5 b/w illustrations

  • Topics: Applied Linguistics, Literacy, Sociolinguistics, Language Policy and Planning, Language Education, Bilingualism

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