Finding the common ground: Teachers' and employers' representations of English in an assessment context

Abstract

There has been a long-standing debate about how 'English' can be defined. Educational policy changes have typically been driven by differing representations of the subject, and have ranged from broad 'aesthetic' definitions to more narrow 'functional' views. The present study aims to analyse areas of consensus and contention in stakeholders' discourse regarding English. A questionnaire-based survey and focus groups were used to explore how teachers and employers viewed English as a subject. Their views were conceptualised into three themes: the importance of functional English; English as atomistic versus holistic study; and English as critical thought. These themes are discussed in relation to historical definitions of 'English', and their implications for the future reform of English qualifications. KeywordsAssessment, curriculum development, literacy, policy, secondary English IntroductionThe subject of English has long attracted controversy (Raban-Bisby, Brooks and Wolfendale 1995). This article gives a brief outline of the discourse of divergence that has surrounded the narrative of English since the middle of the last century. It also outlines some of the voices that characterise these divergent positions (particularly around academic and vocational perspectives), and discusses their implications for assessment development.

The Teaching of English in England through the ages: how has the Newbolt Report been interpreted at different times?

“…Perhaps the largest contemporary issue for English teachers is the place and purpose of assessment. How can a subject which is largely subjective be objectively assessed; indeed, should it be assessed (Child et al 2015)? It might come as a surprise to many English teachers that, while (unlike Matthew Arnold) the Newbolt Report supported examinations, the authors were 'conscious of the deadening effect of too much uniformity' (Newbolt 1921: 299).…”