A Tale of Two Conferences
L.A.T.E., Two Key Moments in the Development of ‘London' English and the Questions that Still Need Asking
Bibliographic Data
| ID | 20501866 |
|---|---|
| Authors | Simon Gibbons (0000-0003-1587-6809, a Department of Education , King's College , London , UK, corresponding author) |
| Year | 2012 |
| Volume | 19 |
| Issue | 3 |
| Pages | 295-305 |
| Publication date | 2012-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Changing English (JOURNAL) |
| Journal identifiers | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1358684x.2012.704580 |
| OpenAlex | W2053190658 |
| Language | EN |
| References cited | 8 |
Current and recent policy around curriculum and pedagogy for English in England has seen a lack of principled thinking about what the subject should be and how it should best serve the needs of children. In postwar England, in London in particular, teachers and academics working within the London Association for the Teaching of English (L.A.T.E.) were engaged in just such principled thinking, driven by the need to formulate a ‘new' English in the context of a changing school landscape and a changing school population. Central to L.A.T.E.'s work was the focus on the child, and the need to devise a model of the subject that was, at its core, responsive to the experience, interests and language of students. Given the direction central policy around English has taken in the past 20 years, this article considers the importance of reevaluating L.A.T.E.'s work, and considers two key conferences in the history of the Association as important watershed moments in the development of these aspects of ‘London' English. In doing so, it argues that the questions for which L.A.T.E. members sought answers are precisely those that should be asked today, but that seem to be absent from policymakers' debates about English
Curriculum · Epistemology · Library science · Pedagogy · Political science · Population · Sociology · Computer Science · Education and Technology Integration · EFL/ESL Teaching and Learning · Engineering · History · Literacy, Media, and Education · Philosophy
Rhetorics of Meaning or Renovating the Subject of English Teaching
‘To know the world of the school and change it’ An Exploration of Harold Rosen's Contribution to the Early Work of the London Association for the Teaching of English
Curriculum, ‘English’ and Cultural Studies; or, changing the scene of English teaching
Personal Growth through English--policy and practice
Education and the Working-Class
| Citation velocity | historical |
|---|---|
| Highly cited | No |