This document provides an overview of an introductory lecture for an English curriculum studies unit. It includes quotes from students on why they want to become English teachers and discusses how the unit will help students develop a philosophy of English teaching and learn strategies to support student learning and instructional planning. It also notes that curriculum requirements are changing and introduces some key concepts like literacy, multiliteracy, and the role of literature in the English curriculum. The lecture concludes by outlining required reading and optional additional resources for students.

1. English Curriculum Studies 1 CLB018 / CLP408 Lecture 1: Introduction Kelli McGraw

2. ‘Because I believe in the improving and civilising qualities of literature’ ‘Because I love reading!’ ‘Teachers get good holidays, and I liked English’ ‘I look good in cardigans’ ‘to start a revolution’ ‘I had a great teacher that inspired me’ Why do you want to be an English teacher? ‘because I’m a film buff ’ ‘It’s a secure career path’ ‘I’ve seen too many students who can’t read or write well – I want to make a difference’ ‘it complements my other teaching area’ ‘I have a wild imagination and want to encourage creativity in others’ ‘Because the English language is beautiful and amazing’ ‘I love to create with words – I’d love to be a writer or an actor or something in another life’

3. What is your relationship with language? What do you read? What do you write? Do you like visual texts? Do you have a bookshelf? Are you a gamer? How much TV do you watch? How much social writing do you do online? Do you borrow books or films from others? Do you visit the library if you don’t have to? What are you most afraid of?

5. recognise outdated (but persistent) theories of language

6. understand how different approaches and philosophies overlap

8. identify and select effective teaching strategies

9. be aware of learners’ needs

11. Some concepts to help ‘anchor’ your thinking ‘LITERACY’ is more than decoding letters. It is: The argument has been that the most worthwhile, robust understanding of literacy is one that brings together the ‘operational’, ‘cultural’ and ‘critical’ dimensions of literate practice and learning... I’ve come to see that there’s particular pedagogic value in starting with the cultural dimension, with its focus on meaning-making in context. This means drawing the critical and the operational in, organically, as the occasion and the need arises, although it also entails making quite sure that this does in fact happen, somewhere along the line. (Green reading week 3 – CMD)

12. ‘MULTILITERATE’ students can ‘read’ all five semiotic systems: “The concept of text including semiotic systems other than just the linguistic is relatively new.” (Bull & Anstey reading week 3 – CMD) Texts delivered by traditional (paper and live) and new (digital-electronic) communication technologies can all combine the signs and symbols of a range of semiotic systems to convey meaning.

13. English curriculum is about more than ‘Literature’ Literary culture has always been defined against popular culture, ‘high’ or ‘elite’ culture against ‘low’ or ‘mass’ culture. For many, I know these are still uncomfortable formulations. There is a much larger debate in all this – a social and cultural debate, and not simply an ‘aesthetic’ one. (Green reading week 3 – CMD)