ERIC Number: ED461108
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
NCTE's Position on the Teaching of English: Assumptions and Practices.
National Council of Teachers of English, Urbana, IL.
Published for planning and articulation by National Council of Teachers of English (NCTE) constituencies, this paper discusses assumptions about learners and teachers, assumptions about knowledge, assumptions about language, and English/language arts practices. Assumptions about learners and teachers discussed in the paper include: every person is a learner; teachers and students are a community of learners; language is the primary medium for teaching, growth, and change; the classroom is an extended community; and the classroom setting contributes to the climate of learning. Assumptions about knowledge in the paper are: knowing is active and ongoing, a process of interactive learning; knowledge is not information, yet it requires information; and knowledge is more than a mastery of facts and processes. Assumptions about language the paper discusses include: language is a vital medium for creating individual and social identities; and students' language is valued and used as a means of learning, change, growth within the classroom. The paper concludes with a list of English/language arts practices which reflect the idea that students should: (1) have guidance and frequent opportunities to read whole texts; (2) read texts by authors of diverse backgrounds; (3) bring their own cultural values, languages, and knowledge to their classroom reading and writing; (4) learn grammar and usage by studying how their own language works in context; (5) have their work assessed by many measures; and (6) have their work shared, displayed, or published. (RS)
Descriptors: Classroom Communication, Classroom Environment, Classroom Techniques, Elementary Secondary Education, English Instruction, Higher Education, Language Acquisition, Language Arts, Student Evaluation, Teacher Role, Teacher Student Relationship
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Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.