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Examines the ways in which the interpretation of a literary text is constructed through social interaction in a multi-ethnic urban secondary school English classroom. Suggests that despite the exhaustive regulation of literacy and school English, some English teachers, while still curriculum and examination focused, have connections between texts and the experiences of their particular student intake. (SG)

Examines the construction of children's identities as writers through their positioning in the multiplicity of official and unofficial discourses available to them in the primary classroom. Uses ethnographic observation to focus on how identities are constructed in the process of text construction, and the intersections of ethnicity, gender, and institutional identity in the production of the writer. (Author/VWL)

Argues that to understand why bilingual support operates as it does in classrooms in the United Kingdom, it has to be seen in the context of the parameters it is allowed by institutionally constructed discourses and classroom routines of mainstream teachers' practice. Suggests that to design effective forms of bilingual support, there is a need to intervene in the reconstruction of the discourse of good practice in mainstream classroom teaching. (Author/VWL)

Draws on a project undertaken for the United Kingdom Government Department for Education and Employment, focusing on the role of ethnic monitoring in identifying low attainment and the investigation of ways to raise attainment. Offers suggestions for the use of ethnic monitoring of school processes. (CMK)

A national survey of English and Welsh local education authorities conducted from 1985-1988 found that programs for bilingual students were still seen largely in terms of English language provision. However, a significant increase in teaching in pupils' native language within the curriculum had also taken place. (SK)

1. Introduction Recent years have seen a plethora of legislation on education and consequent changes in assessment practices in England and Wales. However, Bernstein (1990) warns us to ask of [...]

Critically examines the notion of a "natural" acquisition of language, explores current language theories regarding second-language acquisition theories and language education, and argues that the "naturalization" of achievement as ability works to deny certain students access to the evaluation criteria on which their access to further education depends. (Author/CB)

The chapters, by acknowledged authorities in their fields, in this excellent book are taken from papers given to the Sociology section of the 1990 British Association for the Advancement of [...]