As we explained in an earlier post, one of us (Jessica Mason – @DrofletJess) runs a final year undergraduate module at Sheffield Hallam University, exploring all things English education with students, some of whom intend to pursue a career in the teaching profession, others of whom are just academically interested. You may have followed some… Continue reading Attainment, Well-being and Identity: A Student Perspective on Setting.
Here you can read two articles we have published together recently. The first appeared in English in Education in 2015 and the second in Changing English in December 2017. Both examine the nature of studying fiction and address some issue regarding reading in schools. We have presented papers based on this research at a number… Continue reading Read some of our research here!
One of us (Jessica Mason – @DrofletJess) runs a final year undergraduate module at Sheffield Hallam University, exploring all things English education with students, some of whom intend to pursue a career in the teaching profession, others of whom are just academically interested. Some have a background in pure language and linguistics, others in literature,… Continue reading A Boy and His Books: The Power of Reading for Pleasure
Our last two posts have been focused on mind-modelling (Stockwell 2009), and in this post we’re going to think about how it can offer insights into practices and challenges surrounding marking and feedback. Mind-modelling – the process of constructing a working model for what we think is going on in another person, or character’s, mind… Continue reading Mind-modelling: Marking and Feedback
In the previous post we introduced the concept of ‘mind-modelling’ (Stockwell 2009): the process by which we consciously and unconsciously construct what we think other people, characters or animals are thinking. If you like, you can read that post in full here. The most important point is that mind-modelling highlights that we only actually have… Continue reading Mind-modelling and Questions in the Classroom
In this post we are going to step back from the literature classroom specifically to explore what a concept from cognitive linguistics – mind-modelling – can offer to our understanding of classroom discourse, both in English and across the school. Mind-modelling (Stockwell 2009) Rooted in cognitive research on Theory of Mind (Premack and Woodruff 1978),… Continue reading Mind-modelling and classroom interaction
One of us (@DrofletJess) has been running a third year undergraduate module exploring current research and debates around English Education this semester at the University of Sheffield, UK. We felt that some of the students’ submissions would be of huge value and interest to the wider English Education community and as such we are featuring… Continue reading ‘Why aren’t we watering the concrete? The value of linguistics and critical pedagogy to the teacher’, by @EGH324 student Isobel Wood