Bridging English

Bridging English, 2/e

Joseph O'Bierne Milner, Wake Forest University
Lucy Floyd Morcock Milner, Salem University

Published August, 1998 by Prentice Hall Career & Technology

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English Methods for the Secondary School-Curriculum and Instruction

Summary

This text, appropriate for secondary English methods courses, takes a balanced, comprehensive approach to teaching English for future secondary English teachers. It effectively moves readers from theory (learning, language, literacy) to classroom practice. The latest edition addresses new developments in the field of English education and clarifies, sharpens, and expands on many of the authors' original ideas. The book attempts to bridge many different shores: of self, of instructional theories, of methods, of texts, and of cultural expectations of English classrooms.

Features

NEW—Describes the intermediate steps necessary to transform theory into practical classroom lessons by adding two new chapters on 1) writing and 2) planning the lesson.
NEW—Expands on many crucial issues: constructivist principles of learning, approaches to teaching grammar, multicultural literature, reconciliation between reader response and new critical approaches to literature, readers' theater, instructional scaffolding, writing workshops, portfolios, and censorship.
NEW—Presents graphic organizers in key chapters that provide visual maps of sequences of instructional approaches, methods of instruction, and teaching activities.
NEW—Covers developments new to the field: a reading cycle (enter, explore, extend), Christenbury and Kelly's questioning circle, new historical criticism, Dias's research on adolescent poetry readers, literature circles, Applebee's conversation-based planning, and authentic assessment.
NEW—Enlarges lists of texts with new titles, paying special attention to the voices of minority and young adult writers.
NEW—Includes more descriptive research data that places the authors' ideas and students' planning within a context of the actual practice in high schools today.
NEW—Strengthens the authenticity of the text by adding reflections of former readers, who are currently teaching, to the existing insights which were previously contributed by veteran teachers. FEATURES
Engages readers and invites them to reflect, to test, and to plan with three textual features-Invitations to Reflection, Exercises, and Teaching Activities.
Contains a balanced view of the debated pedagogical issues in the English Education field: grammar instruction, cooperative learning, teaching writing, multicultural literature, technology in the classroom, authentic assessment, and critical and cultural literacy.
Includes focus questions, vignettes, classroom applications, maps, photographs, in-chapter exercises, boxed material, end-of-chapter activities, bibliography, discussion questions, and index.

Table of Contents

1. Envisioning English.
2. Centering on Language.
3. Developing an Oral Foundation.
4. Responding to Literature.
5. Reviving Poetry.
6. Expanding Literature.
7. Assaying Nonfiction.
8. Making Media Matter.
9. Compelling Writing.
10. Enabling Writing.
11. Organizing Instruction.
12. Planning the Lesson.
13. Evaluating Learning.
14. Becoming a Teacher.
Appendix: A-H.