Joy Alexander

From rhetoric to reality: advancing literacy by cross-curricular means

Cross-curricularity, literacy and critical literacy are currently promoted as components of a curriculum appropriate for the twenty-first century. The first two, in particular, are prescribed elements of classroom experience in Northern Ireland, which is the immediate context of this article, but also more widely in the UK. Teachers are implementing cross-curricular and interdisciplinary initiatives, but rhetorical imperatives can translate into superficial realities. The reasons for this are explored, as are the reasons why interdisciplinary studies, literacy across the curriculum and critical literacy are deemed to be of significance for education at the present time. The ‘Making Science: Making News’ project is described, in which Key Stage 3 science and English classes worked together, with input from a research scientist and a journalist, to produce articles on space science which were published in local newspapers. The outcomes of the project are discussed from the perspectives of both teachers and learners. It is argued that this project is an example of genuine interdisciplinary activity; that it went beyond literacy skills to a deeper development of scientific discourse; and that, through its media connection, there was potential for building an ongoing awareness in pupils of critical literacy and scientific literacy.

Listening – the Cinderella profile component of English

Abstract This article investigates the role of listening in English. The importance of ‘reading with the ear’ is discussed, as is research into the views of teachers and pupils on this topic. Practical suggestions are made for according to listening a more meaningful place in English. Originally English was conceived as listening and reading, talking and writing. It would enrich the conception of English as a subject to uncouple listening from talking and instead give it its place as a profile component in its own right.

Newspapers as a reading resource: their impact on boys and on parental involvement

This study, carried out in connection with the Newspapers in Education programme, reveals the effectiveness of newspapers as a reading resource in the classroom. Their beneficial effect is especially apparent in the motivation given to boys as readers and to the natural way in which parents, and fathers in particular, can become involved.

Orality and Modern Culture: 'Listening' in the English classroom

This paper surveys the shift from orality to manuscript and print and ultimately to electronic technologies, drawing on the work of Walter J. Ong in particular, and explores the accompanying changes in the balance between talking, listening, reading and writing. It argues that the Cinderella profile component of English-listening-deserves more attention than it is currently receiving. In the wake of the digital revolution, consideration is given to the possibilities for, and hindrances to, listening in the English classroom.

On the ability to metaphorize: Talking trees and singing tigers in the English classroom

This article reviews and discusses how metaphor as a trope has been regarded as an essential element in rhetorical approaches to reading and to writing. In addition it considers the extent to which, while metaphor-making is a fundamental cognitive capacity, a metaphorizing habit of mind may be especially pertinent to some aspects of aesthetic activity in English and it has salience also in a multimodal environment. There is exploration of how contemporary practice in the English classroom could accommodate and consolidate the ability to metaphorize.