2010. The Construction of English: Culture, Consumerism and Promotion in the ELT Global Coursebook. Basingstoke: Palgrave Macmillan.
ISBN: 978-0-230-22258-8
Summary: This book examines the representational practices adopted in the mapping of linguistic and cultural terrain in ELT textbooks. It argues that, in addition to being curriculum artefacts, these materials are also 'promotional commodities' which seek to make English mean in highly selective and often very problematic ways.
Entered by: University of East London (Cass School of Education)
ISBN: 978-0-230-22258-8
Summary: This book examines the representational practices adopted in the mapping of linguistic and cultural terrain in ELT textbooks. It argues that, in addition to being curriculum artefacts, these materials are also 'promotional commodities' which seek to make English mean in highly selective and often very problematic ways.
Entered by: University of East London (Cass School of Education)
2010. ‘The Branding of English and the Culture of the New Capitalism: representations of the world of work in English language textbooks’.
Applied Linguistics 31/5: 714-733
Summary: This article focuses on representations of the world of work in textbooks from the late 1970s until the present and shows how they have drawn consistently on evolving discourses of the new capitalism. It argues that students are repeatedly interpellated in these materials to the subject position of white-collar individualism.
Entered by: University of East London (Cass School of Education)
Summary: This article focuses on representations of the world of work in textbooks from the late 1970s until the present and shows how they have drawn consistently on evolving discourses of the new capitalism. It argues that students are repeatedly interpellated in these materials to the subject position of white-collar individualism.
Entered by: University of East London (Cass School of Education)
2009. ‘Critical approaches to coursebooks’ in
IATEFL 2008 Exeter Conference Selections. Canterbury: IATEFL
Editor(s): Beaven, B.
Entered by: University of Warwick (Centre for Applied Linguistics)
Editor(s): Beaven, B.
Entered by: University of Warwick (Centre for Applied Linguistics)
2008. ‘The mediating role of talk-in-interaction in guided lesson planning in a pre-service TESOL training course: An ethnomethodological and activity-theoretic perspective’.
Summary: This paper locates guided lesson planning within the context of wider issues in teacher education, and the move away from a 'technical-rational' model towards a more sociocultural orientation. The case study data are initially analysed using applied conversation analysis methodology and then explored from the perspective of activity theory
URL: http://ora.ouls.ox.ac.uk/objects/uuid%3Ae3fa6c0b-c065-4c1a-a701-9f39ce684099
Entered by: University of East London (Cass School of Education)
Summary: This paper locates guided lesson planning within the context of wider issues in teacher education, and the move away from a 'technical-rational' model towards a more sociocultural orientation. The case study data are initially analysed using applied conversation analysis methodology and then explored from the perspective of activity theory
URL: http://ora.ouls.ox.ac.uk/objects/uuid%3Ae3fa6c0b-c065-4c1a-a701-9f39ce684099
Entered by: University of East London (Cass School of Education)
2007. Cultural Content in the British ELT Global Coursebook: A Cultural Studies Approach.
Supervisor(s): Block, D.
Awarding institution: Institute of Education, University of London
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Block, D.
Awarding institution: Institute of Education, University of London
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
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