Assesses English education since the Dartmouth Conference in 1966. Observes that the personal growth model which emerged from the conference is more difficult to implement than the skills model and the traditional heritage model. Claims that the emphasis on examining writing settings reflects the search for a broader context for the personal…

Offers an argument against increased emphasis on testing, claiming that reading and writing can never be tested because the conception of reading and writing inherent in tests is faulty. Suggests alternatives that are congruent with a more adequate conception of reading and writing. (SR)

Examines the effects of the post-Dartmouth English curriculum revolution in the Australian context. Argues the need for a reconsideration of the English curriculum in three areas: defining the subject of English, defining growth in English, and developing of curricular frameworks. (SRT)

Traces the effects of advancing technologies on civilization and education, arguing that radical changes are underway, such as reliance on tele-education and distance learning, that will have a profound effect on teachers and the United States educational system. (HOD)

Shares some reflections and offers some tentative explorations regarding English in the period of technological change. (HOD)

Looks to the future of English education, stressing cooperation, effective use of resources, and evaluation based on research (JL)

Reviews the accuracy of past predictions concerning the future of English education, then makes five new ones. (JL)

Examines "trends" in English teaching in four categories: interests, trends, movements, and repertoire. (HOD)

Crucial to the healthy existence of those who profess English education is the potential enrichment offered by electronic media. (HOD)