Introduction

This introduction presents an overview of key concepts discussed in the subsequent chapters in this book. The book describes a desirable, intellectually sound and practically achievable consensus around which those who teach English or teach in English could unite. It explains entire alternative curriculum for English 3 to 11: more rigorous, in the proper sense of that word, than the government's effort, and much better balanced. The book acquires grammatical competence in speech and writing by being introduced early to heavy loads of abstract grammatical concepts and terminology. It also describes alternative English curriculum which derives its principles from the work of some of those who have thought most deeply and written most persuasively about how effective language development in English occurs. The book focuses on needs and achievements of English as an additional language (EAL) learners and of speakers of non-standard varieties of English to avoid repetition. It proposes a complete set of alternatives for assessment.