The "Teaching of English in England" through the Ages: How Has the Newbolt Report Been Interpreted at Different Times?

Autor/in	Perry, John
Titel	The "Teaching of English in England" through the Ages: How Has the Newbolt Report Been Interpreted at Different Times?
Quelle	In: English in Education, 53 (2019) 3, S.240-252 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perry, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1655399
Schlagwörter	Teaching Methods; English Instruction; English Curriculum; Educational History; Reports; Social Values; Cultural Maintenance; Foreign Countries; Literature Appreciation; Individual Development; Social Class; English Teachers; Educational Policy; Neoliberalism; Educational Philosophy; English Literature; Elementary Secondary Education; Educational Change; Discourse Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English langauage lessons; Englischunterricht; History of education; Bildungsgeschichte; Abschlussbericht; Berichten; Sozialer Wert; Ausland; Literarische Wertung; Individuelle Entwicklung; Social classes; Soziale Klasse; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Bildungsphilosophie; Erziehungsphilosophie; Englische literatur; Bildungsreform; Diskursanalyse
Abstract	Since its publication in 1921, "The Teaching of English in England," otherwise known as the Newbolt Report, has informed both the shape of English as a school subject and the discourse about the teaching of English in England. The 1960s saw the report as promoting a cultural heritage rooted in outdated social values; the 1970s explored how it encouraged a version of personal growth through a love of literature. The 1980s returned to issues around social class, which were further developed in the 1990s. More recently there has been a limited reappraisal of the Newbolt Report, crediting it with introducing the modern discourse around English teaching. This paper argues that a deeper understanding of the Newbolt Report would allow teachers to become more engaged with the discourse about English teaching and re-connect this with their values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01