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
This university semester one of us (Jess Mason – @DrofletJess) has been running a third year undergraduate module at the University of Sheffield called Language and Literature in the Classroom: you can see live tweets from the lectures at @EGH324. The module is a research-driven exploration of current issues and debates in English education. For… Continue reading ‘You’re an English student who doesn’t read?’ by @EGH324 student Kathryn Jamshidi
In this post, we step away from our previous few topics and come back to a question that we believe is a crucial one for anyone interested in the study of literature in schools: how does meaning arise? Not an easy question to answer, but in the light of recent curriculum reform in English, debates… Continue reading Transactions and worlds: Reading, interpretation and meaning
In schools in England, class readers are typically read incrementally for a portion of each lesson, preceded by an introduction to the day’s reading and followed by a task related to the section that has been read. As a result, reading the book itself can become a lengthy process. This means that students’ experiences of… Continue reading Reading identity: experience, expertise and preference
In our previous post, we discussed Richard Gerrig’s work on reading as a form of transportation. We argued that Gerrig’s ideas offer useful ideas for teachers to think about when planning lessons and talking about reading with their students. We outlined how Gerrig’s research showed that readers who felt greater levels of transportation were more… Continue reading The willing construction of disbelief
Whether a book, a film, a television show, or a story someone has told us, we’ve all experienced that sensation of getting lost in a story. It’s a feeling that the rest of the world has faded away, become muted; that we’ve travelled to another place and become somehow closer to the story world than… Continue reading Getting lost in a good book… in the classroom?